國立虎尾科技大學 |

Oral Fluency Development Activities : = A One-Semester Study of EFL Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Oral Fluency Development Activities :/
其他題名:	A One-Semester Study of EFL Students.
作者:	Doe, Timothy.
面頁冊數:	1 online resource (294 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355588781

Oral Fluency Development Activities : = A One-Semester Study of EFL Students.
Doe, Timothy.

Oral Fluency Development Activities :A One-Semester Study of EFL Students. - 1 online resource (294 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students' speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355588781Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Oral Fluency Development Activities : = A One-Semester Study of EFL Students.
LDR:05321ntm a2200433Ki 4500 001 911143
005 20180517121921.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355588781
035 $a (MiAaPQ)AAI10641988
035 $a (MiAaPQ)temple:13136
035 $a AAI10641988
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Doe, Timothy. $3 1182803
245 1 0 $a Oral Fluency Development Activities : $b A One-Semester Study of EFL Students.
264 0 $c 2017
300 $a 1 online resource (294 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: David Beglar.
502 $a Thesis (Ed.D.) $c Temple University $d 2017.
504 $a Includes bibliographical references
520 $a The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students' speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks.
520 $a There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables---the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables---willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings.
520 $a The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a significant relationship with this growth, a closer examination revealed that the degree of covariance was extremely slight.
520 $a The relationship among complexity, accuracy, and fluency also became more significantly correlated over time, suggesting that learners produced higher quality samples of language as the study progressed. Finally, the expert ratings had significant correlations with three of the five fluency measures, indicating that human raters were able to detect small differences in spoken fluency.
520 $a The findings of this study show that fluency can develop in instructed foreign language settings, however, the role of practice and repetition might be more complex than has been suggested in the research literature. This study provides some insight into that complexity and suggests a number of directions that can be followed to understand more about fluency development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Cognitive psychology. $3 556029
650 4 $a Language. $3 571568
650 4 $a English as a second language. $3 1148422
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0633
690 $a 0679
690 $a 0441
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Temple University. $b Teaching & Learning. $3 1182804
773 0 $t Dissertation Abstracts International $g 79-05A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10641988 $z click for full text (PQDT)