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Speaking fluency and study abroad: W...

Leonard, Karen Ruth.

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Speaking fluency and study abroad: What factors are related to fluency development?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Speaking fluency and study abroad: What factors are related to fluency development?/
Author:	Leonard, Karen Ruth.
Description:	195 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711282
ISBN:	9781321874273

Speaking fluency and study abroad: What factors are related to fluency development?
Leonard, Karen Ruth.

Speaking fluency and study abroad: What factors are related to fluency development? - 195 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

This study explores the development of second language (L2) fluency during a semester abroad and its relationship to the development of grammar, vocabulary, and language processing speed. It also considers the influence of individual participants' first language (L1) and pre-study abroad (SA) L2 fluency on the development of fluency during study abroad. Additionally, the study examines issues in the measurement of fluency, focusing on questions related to measuring pauses in L2 speech.

ISBN: 9781321874273Subjects--Topical Terms:

524476
Linguistics.

Speaking fluency and study abroad: What factors are related to fluency development?
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100 1 $a Leonard, Karen Ruth. $3 3185910
245 1 0 $a Speaking fluency and study abroad: What factors are related to fluency development?
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Advisers: Christine E. Shea; Judith E. Liskin-Gasparro.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
520 $a This study explores the development of second language (L2) fluency during a semester abroad and its relationship to the development of grammar, vocabulary, and language processing speed. It also considers the influence of individual participants' first language (L1) and pre-study abroad (SA) L2 fluency on the development of fluency during study abroad. Additionally, the study examines issues in the measurement of fluency, focusing on questions related to measuring pauses in L2 speech.
520 $a Thirty-nine undergraduate students (L1 English) studying in Buenos Aires, Argentina, completed a pretest consisting of speaking tasks in English and Spanish, Spanish grammar and vocabulary tests, a picture-naming task, and a measure of sentence processing speed. Approximately three months later, near the end of their time abroad, they completed a posttest consisting of the same tasks, with the exception of the speaking tasks in English. Participants also filled out a questionnaire every other week during the semester in which they estimated the amount of time that they had spent interacting with native speakers of Spanish.
520 $a Results show that participants experienced significant gains on most measures of fluency during study abroad. This finding was especially true for participants who began their time abroad with low L2 fluency. Nevertheless, students who began the semester abroad with high L2 fluency still had significantly higher fluency at the end of the semester than students who began with low L2 fluency.
520 $a Looking at the relationship between L2 fluency and L2 linguistic knowledge (vocabulary and grammar scores) and language processing speed (picture-naming and sentence-matching scores), the study found a moderate relationship between pretest measures of L2 fluency and pretest measures of linguistic knowledge and processing speed. However, the results show no relationship between pre-SA linguistic knowledge and processing speed and gains in L2 fluency, and little relationship between gains in linguistic knowledge and processing speed and gains in L2 fluency. The best predictor of gains in L2 fluency was pre-SA L2 fluency. These results suggest that although there is a relationship between L2 linguistic knowledge and L2 fluency, having more advanced L2 linguistic knowledge prior to study abroad does not necessarily give students an advantage in the area of fluency development during study abroad.
520 $a Regarding the measurement of fluency, the data show that learners with low and high levels of lexical-grammatical competence significantly differed from one another on all measures of rates of pauses (short and long pauses, filled and unfilled pauses, and mid-clause and end-of-clause pauses) as well as in the percent of pauses occurring in the middle of a clause. However, they did not significantly differ from one another in the percent of filled pauses. The findings suggest that measuring all of these pauses may be useful in examining L2 fluency. However, there is perhaps little or nothing to be gained from counting filled and unfilled pauses separately, as speakers' tendency to use more of one or the other appears to be more closely related to personal speaking style than to L2 ability.
590 $a School code: 0096.
650 4 $a Linguistics. $3 524476
650 4 $a Language. $3 643551
650 4 $a Higher education. $3 641065
650 4 $a Latin American studies. $3 2122903
690 $a 0290
690 $a 0679
690 $a 0745
690 $a 0550
710 2 $a The University of Iowa. $b Second Language Acquisition. $3 1673028
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711282