Effect of Formulaic Sequences on Fluency of English Learners in Standardized Speaking Tests

Autor/inn/en	François, Jennifer; Albakry, Mohammed
Titel	Effect of Formulaic Sequences on Fluency of English Learners in Standardized Speaking Tests
Quelle	In: Language Learning & Technology, 25 (2021) 2, S.26-41 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Phrase Structure; Computer Software; Predictor Variables; Computer Assisted Testing; Second Language Learning; Second Language Instruction; English (Second Language); School Districts; Language Fluency; Speech Communication; Comparative Analysis; Public Schools; Classroom Research; Elementary School Students; Middle School Students; Scores; English Language Learners; Standardized Tests; Teaching Methods; Tennessee + Suchen Sie Ihr Suchwort? Phrasenstruktur; Prädiktor; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; School district; Schulbezirk; Language skill; Language skills; Sprachkompetenz; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While fluency in second language speaking can be a challenging construct to measure, it is important to identify the discourse features that contribute to it. This small-scale classroom research project examined the effect of formulaic language sequences on fluency as measured by computer-based speaking tasks of young English learners. Thirty-six speech samples were collected as a part of standard instruction in grades 5-8 in a medium-sized public school district in the Southeastern US. The speech samples were analyzed using Praat speech analysis software to identify the mean length of fluent run for fluency and coded formulaic language sequences for discourse function. Findings indicated that the use of formulaic sequences is a significant predictor of fluency in the data set (p = 0.015) and that the most frequently used formulaic sequences were those used for clarification and to compare and contrast. Finally, the article discusses pedagogical implications for second language instruction, specifically for improving fluency on standardized computer-based speaking assessments. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01