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L2 Writing as a Scaffold for L2 Speaking Grammatical Accuracy in a Text Reconstruction Task.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	L2 Writing as a Scaffold for L2 Speaking Grammatical Accuracy in a Text Reconstruction Task./
Author:	Sletova, Natalia.
Description:	1 online resource (165 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9798380595827

L2 Writing as a Scaffold for L2 Speaking Grammatical Accuracy in a Text Reconstruction Task.
Sletova, Natalia.

L2 Writing as a Scaffold for L2 Speaking Grammatical Accuracy in a Text Reconstruction Task. - 1 online resource (165 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2023.

Includes bibliographical references

"How can teachers help students improve their second language (L2) speaking accuracy?" This is a question that most L2 educators ask themselves every day. Although L2 writing is a popular topic among Second Language Acquisition (SLA) researchers, the consideration that L2 writing has the potential to act as a scaffold for L2 speaking accuracy has often been overlooked. This research attempts to draw SLA researchers? attention to the untapped potential that L2 writing has on improving L2 speaking accuracy.This research provides empirical evidence that L2 writing have a great potential to improve accuracy of L2 oral discourse. Twenty-three Novice, twenty-one Intermediate, and twenty Advanced university students of Russian participated in the study. They completed a text reconstruction task by working with the original text to 'notice the gap' using both written and spoken modes of recall. Both written and spoken forms of recall provided sufficient opportunity for improving semantic accuracy and produced textual complexity, and for acquiring new vocabulary with all three levels of learners. However, only the Novice, Intermediate, and Advanced learners working with the texts in writing showed improvement in their speaking accuracy. These findings can be considered the first step in drawing scholars? attention to the benefits of utilizing L2 writing to improve L2 speaking accuracy that have often been overlooked.This research also bridges the gap in our understanding of written and spoken recall of texts written in L2. The relationship between written and spoken recall has primarily been analyzed with English-speaking monolinguals. It has been reported that written recall provides semantically more accurate responses than spoken recall due to the higher cognitive load and attention required to produce a text. The pilot study described in this dissertation examined the written and spoken text recall relationship in L2 learners of Russian, and analyzed how individual working memory capacity influenced both types of recall. Twenty-two Intermediate-Low learners of Russian participated in the study. The obtained results were consistent with results obtained from research on monolingual learners, i.e., written recall provided more accurate responses than spoken recall.The results of this research also support the Cognition Hypothesis suggested by Robinson (2007). According to the Cognition Hypothesis, individual differences in attentional abilities appear to be most relevant when the cognitive demands of tasks are enhanced. In other words, if a task is too easy and does not require increased attentional resources, individual differences in executive attentional abilities will not be as prominent for the task. The text chosen for the pilot study was too easy for responses to correlate with accuracy of the produced text. Longer and more complex texts chosen for the main study resulted in the correlation between working memory and syntactic accuracy and the complexity of produced texts in the spoken mode of recall. Only the written task for all levels of learners was not complex enough for the syntactic complexity to correlate with individual WM capacity in either L1 or L2.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380595827Subjects--Topical Terms:

571568
Language.
Subjects--Index Terms:

L2 writingIndex Terms--Genre/Form:

554714
Electronic books.

L2 Writing as a Scaffold for L2 Speaking Grammatical Accuracy in a Text Reconstruction Task.
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504 $a Includes bibliographical references
520 $a "How can teachers help students improve their second language (L2) speaking accuracy?" This is a question that most L2 educators ask themselves every day. Although L2 writing is a popular topic among Second Language Acquisition (SLA) researchers, the consideration that L2 writing has the potential to act as a scaffold for L2 speaking accuracy has often been overlooked. This research attempts to draw SLA researchers? attention to the untapped potential that L2 writing has on improving L2 speaking accuracy.This research provides empirical evidence that L2 writing have a great potential to improve accuracy of L2 oral discourse. Twenty-three Novice, twenty-one Intermediate, and twenty Advanced university students of Russian participated in the study. They completed a text reconstruction task by working with the original text to 'notice the gap' using both written and spoken modes of recall. Both written and spoken forms of recall provided sufficient opportunity for improving semantic accuracy and produced textual complexity, and for acquiring new vocabulary with all three levels of learners. However, only the Novice, Intermediate, and Advanced learners working with the texts in writing showed improvement in their speaking accuracy. These findings can be considered the first step in drawing scholars? attention to the benefits of utilizing L2 writing to improve L2 speaking accuracy that have often been overlooked.This research also bridges the gap in our understanding of written and spoken recall of texts written in L2. The relationship between written and spoken recall has primarily been analyzed with English-speaking monolinguals. It has been reported that written recall provides semantically more accurate responses than spoken recall due to the higher cognitive load and attention required to produce a text. The pilot study described in this dissertation examined the written and spoken text recall relationship in L2 learners of Russian, and analyzed how individual working memory capacity influenced both types of recall. Twenty-two Intermediate-Low learners of Russian participated in the study. The obtained results were consistent with results obtained from research on monolingual learners, i.e., written recall provided more accurate responses than spoken recall.The results of this research also support the Cognition Hypothesis suggested by Robinson (2007). According to the Cognition Hypothesis, individual differences in attentional abilities appear to be most relevant when the cognitive demands of tasks are enhanced. In other words, if a task is too easy and does not require increased attentional resources, individual differences in executive attentional abilities will not be as prominent for the task. The text chosen for the pilot study was too easy for responses to correlate with accuracy of the produced text. Longer and more complex texts chosen for the main study resulted in the correlation between working memory and syntactic accuracy and the complexity of produced texts in the spoken mode of recall. Only the written task for all levels of learners was not complex enough for the syntactic complexity to correlate with individual WM capacity in either L1 or L2.
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653 $a Spoken recall in L2
653 $a Working memory in L2
653 $a Output modalities
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