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1、The role of vocabulary and grammar knowledge in second-language oral fluency: A correlational studyNel de Jong, Free University Amsterdam Laura Halderman, University of Pittsburgh SLRF 2009, Michigan State UniversityOral Fluency in L2 Speakers Broad vs. narrow definition (Lennon, 1990) Broad: genera
2、l oral proficiency Narrow: speed and smoothness of oral delivery Oral fluency depends on fast and automatic retrieval of vocabulary and processing of grammar knowledge (e.g., Levelt, 1999; Kormos, 2006; Schmidt, 1992) Lexical and grammatical knowledge play a large role in second language oral fluenc
3、yLexical knowledge Lexical retrieval in writing Lexical retrieval training of words lead to greater use of those items and more essential content elements were expressed. No effect on global text quality. (Snellings et al., 2004) Lack of (access to) lexical knowledge is a major cause of dysfluencies
4、 (Hilton, 2007)Aspects of Lexical Knowledge Breadth How many words a person knows Greater breadth leads to fewer lexical searches Depth How well a person knows a word Greater depth leads to easier integration into context Lexical retrieval speed How fast a person retrieves a word Faster retrieval le
5、ads to less dysfluenciesGrammatical knowledge Automatic syntactic encoding is fast and requires little attention (Anderson et al., 2004; Kormos, 2006; Segalowitz Towell, Hawkins, Erlam, 2006; Munnich et al., 1996)Research GoalExamine the relationship between lexical and grammatical knowledge and ora
6、l fluency in a sample of English Language LearnersOur Tests Picture Naming Immediate Towell et al., 1996)Hypotheses1.Greater breadth of vocabulary PN accuracy = longer fluent runs; higher phonation/time ratio 2.Faster lexical retrieval Imm. PN RT = shorter pauses 3.Greater vocabulary depth VKS = lon
7、ger fluent runs 4.Greater grammatical ability EI = longer fluent runsParticipants 23 students enrolled in English language courses; Speaking course High intermediate (60-79 on Michigan Test of English Language Proficiency) L1s: Arabic (3), Chinese (3), French (1), Italian (2), Japanese (3), Korean (
8、5), Russian (1), Slovak (1), and Spanish (1), Turkish (3)Picture Naming Immediate Timing began as soon as the picture was shown Delayed Timing began at the onset of a “beep” that was played 3 seconds after the picture appeared 24 pictures of nouns each Frequency bands sampled 1-1000, 1001-2000, 2001
9、-3000 avg. 4.0 words Only 2,000 most frequent words Distracter definitions adapted from Vocabulary Levels TestTarget wordDefinitions shown when 3 - 5 is selectedTextbox to type sentenceElicited Imitation 32 sentences, 16 were grammatically incorrect 8 grammatical structures: third person singular s
10、regular plural nouns embedded questions regular past tense indefinite articles relative clauses Modals verb complements Sentences: 6-11 words, avg. 8.2 Sampled from Erlam (2006)Elicited ImitationTarget structureGrammatically correctGrammatically incorrectEmbedded questionsIts not clear when the next
11、 election will beEveryone wants to know what is the president likeRelative clausesIts wrong to make a promise that you cant keep . Jobs that people like them pay a lotVerb complementsSome universities allow students to travel abroad for a yearExpensive restaurants ask their customers to wearing nice
12、 clothesResults: Time 1PN PN overall overall accuracyaccuracyPN PN immediate immediate RTRT VKSVKSEI EI accuracyaccuracyLFRLFR-.119-.119-.337-.337 .438*.438* .597* .597*MLPMLP .365 .365-.256-.256-.338-.338-.029-.029PTRPTR-.467*-.467* .155 .155 .408 .408 .187 .187ARAR-.029-.029-.382-.382 .423*.423*.6
13、78*.678* p* p longer fluent runs; higher phonation/time ratio PTR: yes; MLFR: no 2. Faster lexical retrieval Imm. PN RT = shorter pauses No support 3. Greater vocabulary depth VKS = longer fluent runs Yes; and higher articulation rate 4. Greater grammatical ability EI = longer fluent runs Yes; and h
14、igher articulation ratePossible Explanations Curriculum focuses on academic vocabulary acquisition Our Pictures sample more general vocabulary and highly imageable nouns Recorded monologues are very open-ended Its hard to predict what vocabulary and grammatical structures they will useMany thanks to
15、: Co-PIs: Prof. Charles Perfetti, Dr. Laura Halderman Research assistants: Colleen Davis, Mary Lou Vercellotti The students and teachers at the ELI The Robert Henderson Language Media Center Pittsburgh Science of Learning Center Contact: cam.de.jonglet.vu.nl, lkh11pitt.eduThis work was supported in part by the Pittsburgh Science of Learning Center, which is funded by the National Science Foundation award number SBE-0354420.Correlations Gains GainsGain in PTR with gain in Delayed Picture Namingr = .477, p = .053 n = 17All other correlations n.s. Extra slides Elicited ImitationT
