How Does Longitudinal Interaction Promote Second Language Speech Learning? Roles of Learner Experience and Proficiency Levels

Autor/inn/en	Saito, Kazuya; Suzuki, Shungo; Oyama, Tomoko; Akiyama, Yuka
Titel	How Does Longitudinal Interaction Promote Second Language Speech Learning? Roles of Learner Experience and Proficiency Levels
Quelle	In: Second Language Research, 37 (2021) 4, S.547-571 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya) ORCID (Suzuki, Shungo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319884981
Schlagwörter	Language Proficiency; Native Speakers; Second Language Learning; Second Language Instruction; English (Second Language); Oral Language; Grammar; Language Fluency; Videoconferencing; Longitudinal Studies; Computer Mediated Communication; Intercultural Communication; Exchange Programs; Correlation; Speech Communication; Foreign Countries; Story Telling; Task Analysis; Measures (Individuals); Vocabulary Skills; Phonology; Pronunciation; Feedback (Response); Psycholinguistics; Undergraduate Students; Japan; United States + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Computerkonferenz; Interkulturelle Kommunikation; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Korrelation; Ausland; Aufgabenanalyse; Messdaten; Aktiver Wortschatz; Fonologie; Aussprache; Psycholinguistik; USA
Abstract	This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners' different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants' spontaneous speech, elicited from a story telling task before and after the treatment, was analysed via a set of linguistic measures. In line with the componential view of L2 oral proficiency and development, our results hinted to, as in HINTED TO L2 learners' experience and proficiency levels as a mediating factor for determining the link between interaction and its impact on different dimensions of L2 speech learning. While the longitudinal interaction equally improved the participants' grammatical complexity and articulation rate -- a fundamental component for defining L2 oral proficiency -- the development of less experienced/proficient learners was observed across a wide range of lexicogrammar and fluency features (lexical appropriateness/richness, grammatical accuracy, pause ratio). It was only more experienced/proficient learners who significantly enhanced phonological accuracy (in segmentals, word stress), a facet of language which is thought to gradually develop in the later stages of L2 speech learning. These findings add another piece of evidence for the differential effects of long-term interaction relative to L2 learners' developmental stages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01