Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition

Autor/in	Suzuki, Yuichi
Titel	Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition
Quelle	In: Language Learning, 71 (2021) 2, S.285-325 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suzuki, Yuichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12433
Schlagwörter	Language Teachers; Pretests Posttests; Cartoons; Language Fluency; Oral Language; Second Language Learning; Second Language Instruction; English (Second Language); Narration; Speech Communication; Phrase Structure; Language Processing; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zeichentrickfilm; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involving new six-frame cartoons indicated that blocked practice resulted in greater fluency development (faster articulation rate and shorter mid-clause pause duration) than did interleaved practice. Moreover, the learners in the blocked-practice group tended to pause more frequently at clause boundaries. Blocked practice also led to significantly longer mean length of run and higher phonation/time ratio during training, although this advantage failed to transfer to meaningful pretest-posttest changes. These dynamic fluency developmental patterns are discussed to elucidate the underlying proceduralization in L2 speech processes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01