The Multidimensionality of Second Language Oral Fluency: Interfacing Cognitive Fluency and Utterance Fluency

Autor/inn/en	Suzuki, Shungo; Kormos, Judit
Titel	The Multidimensionality of Second Language Oral Fluency: Interfacing Cognitive Fluency and Utterance Fluency
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 1, S.38-64 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suzuki, Shungo) ORCID (Kormos, Judit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000899
Schlagwörter	Second Language Learning; Oral Language; Language Fluency; Task Analysis; Japanese; Native Language; English (Second Language); Second Language Instruction; Language Tests; Scores; Grammar; Vocabulary Skills; Language Processing; Correlation; Sentences; Decision Making; Pictorial Stimuli; Speech Communication; Persuasive Discourse; Reading Processes; Listening Comprehension + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language test; Sprachtest; Grammatik; Aktiver Wortschatz; Sprachverarbeitung; Korrelation; Sentence analysis; Satzanalyse; Decision-making; Entscheidungsfindung; Fantasieanregung; Persuasion; Persuasive Kommunikation; Leseprozess; Hörverständnis
Abstract	The current study examined the extent to which cognitive fluency (CF) contributes to utterance fluency (UF) at the level of constructs. A total of 128 Japanese-speaking learners of English completed four speaking tasks--argumentative task, picture narrative task, reading-to-speaking task, and reading-while-listening-to-speaking task--and a battery of linguistic knowledge tests, capturing vocabulary size, lexical retrieval speed, sentence construction skills, grammaticality judgments, and articulatory speed. Their speaking performance was analyzed in terms of speed, breakdown, and repair fluency (i.e., UF), and scores on linguistic knowledge tests were used to assess students' L2 linguistic resources and processing skills (i.e., CF). Structural equation modeling revealed a complex interplay between the multidimensionality of CF and UF and speaking task types. L2 processing speed consistently contributed to all aspects of UF across speaking tasks, whereas the role of linguistic resources in speed and repair fluency varied, depending on task characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01