Roles of Collocation in L2 Oral Proficiency Revisited: Different Tasks, L1 vs. L2 Raters, and Cross-Sectional vs. Longitudinal Analyses

Autor/inn/en	Saito, Kazuya; Liu, Yuwei
Titel	Roles of Collocation in L2 Oral Proficiency Revisited: Different Tasks, L1 vs. L2 Raters, and Cross-Sectional vs. Longitudinal Analyses
Quelle	In: Second Language Research, 38 (2022) 3, S.531-554 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya) ORCID (Liu, Yuwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658320988055
Schlagwörter	Phrase Structure; Case Studies; Second Language Learning; Second Language Instruction; Speech Communication; Longitudinal Studies; Role; Language Proficiency; Oral Language; Language Tests; Scores; Decision Making; Language Processing; Native Language; Evaluators; Intuition; Pictorial Stimuli; Task Analysis; Pronunciation; Correlation; English; Undergraduate Students; Language Usage; English (Second Language); Intelligibility; Foreign Countries; Japanese; International Educational Exchange; Videoconferencing; United States; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Phrasenstruktur; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Decision-making; Entscheidungsfindung; Sprachverarbeitung; Fantasieanregung; Aufgabenanalyse; Aussprache; Korrelation; English language; Englisch; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Japaner; Japanisch; Internationaler Austausch; USA
Abstract	There is emerging evidence that collocation use plays a primary role in determining various dimensions of L2 oral proficiency assessment and development. The current study presents the results of three experiments which examined the relationship between the degree of association in collocation use (operationalized as t scores and mutual information scores) and the intuitive judgements of L2 comprehensibility (i.e. ease of understanding). The topic was approached from the angles of different task conditions (Study 1), rater background (first language or L1 vs. second language or L2) (Study 2) and cross-sectional vs. longitudinal analyses (Study 3). The findings showed that: (1) collocation emerged as a medium-to-strong determinant of L2 comprehensibility in structured (picture description) compared to free (oral interview) oral production tasks; (2) with sufficient immersion experience, L2 raters can demonstrate as much sensitivity to collocation as L1 raters; and (3) conversational experience is associated with more coherent and mutually-exclusive combinations of words in L2 speech, resulting in greater L2 comprehensibility development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01