Production of Routines in L2 English: Effect of Proficiency and Study-Abroad Experience

Autor/in	Taguchi, Naoko
Titel	Production of Routines in L2 English: Effect of Proficiency and Study-Abroad Experience
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 41 (2013) 1, S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2013.01.003
Schlagwörter	Native Speakers; English (Second Language); Foreign Countries; Study Abroad; Language Proficiency; Second Language Learning; Japanese; Native Language; Language of Instruction; Oral Language; Cloze Procedure; Language Tests; Evaluators; College Students; Educational Experience + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Studies abroad; Auslandsstudium; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Japaner; Japanisch; Teaching language; Unterrichtssprache; Oral interpretation; Mündlicher Sprachgebrauch; Lückentext; Language test; Sprachtest; Collegestudent; Bildungserfahrung
Abstract	This preliminary study examined the effect of proficiency and study abroad experience on L2 learners' ability to produce routines. Participants were 64 Japanese students in an English-medium university in Japan. They were divided into three groups: Group 1 had lower proficiency with no study abroad experience, Group 2 had higher proficiency but no study abroad experience, and Group 3 had higher proficiency with study abroad experience. They completed an oral discourse completion test involving four situations that elicited routines. Participants' performance was evaluated based on three aspects: appropriateness (rated by native speakers), planning time, and speech rate. Results revealed a significant effect of proficiency combined with study abroad experience on all three aspects. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10