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Methods for fluency development in first year non-English majors
https://kinjo.repo.nii.ac.jp/records/972
https://kinjo.repo.nii.ac.jp/records/9724f1c66df-8559-4e6a-960c-13faddcd18cb
| 名前 / ファイル | ライセンス | アクション |
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本文 (8.5 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2018-06-01 | |||||
| タイトル | ||||||
| タイトル | Methods for fluency development in first year non-English majors | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Wallace, Seth
× Wallace, Seth |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Communication strategies (CSs) (Selinker 1972) are tools employed by speakers to maintain communication even when faced with gaps in their L2 knowledge. In this context, they represent building blocks upon which non-English majors can structure confidence with practice in speaking English. This paper will describe the first semester of a one-year oral fluency development course based upon communication strategy instruction and its effects on learner beliefs and performance. Areas discovered include fluency and disfluency along with students’ developing beliefs and verbal output resulting from an Action Research study conducted over fifteen weeks with 18 first-year English majors in a freshman oral communication program. Following a mixed methods approach, the researcher collected and analyzed both quantitized and qualitative data (Dörnyei, 2007) as available at time of publication. Data included pre- and post-questionnaires, learner feedback forms, interview and conversation transcriptions from oral proficiency tests. At this stage, the inferences that can be drawn from the quantitized data are limited by sample size. However, they may suggest that lower-level university students learn to use communication strategies through explicit tuition and pair conversation practice. There are indications that the participants are both more comfortable speaking for longer in English and better prepared to do so. It would be interesting to see how much of the conversation time is used up in pauses as an indicator of fluency or disfluency. Further, turn taking analysis against duration of conversation could give a clearer indicator of conversation quality in terms of fluency. I hope to be able to undertake some level of study in this during the fall semester and to analyse accruing data. With oral-communication ability defined by increasing communicative competence, at this stage there are indicators that students are speaking more in class using a wider range of explicitly taught CSs. The questionnaire results indicate that the participants do link CS learning and use to longer conversations. I would be interested in future to interview deep data students about their beliefs on the quality of their conversations and how they perceive their own performance and that of their conversation partner(s) with relation to this. The results of this research indicate that CSs instruction has at least a short-term impact upon verbal output and student beliefs. They indicate that CSs can form a backbone for oral fluency development and learner confidence. The results also indicate that near peer teaching is an important factor in oral fluency development in a classroom group, one which could be an area for further study. One more area of study might be the long-term effects of CS instruction on use over time and their resulting impact on fluency. |
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| 言語 | en | |||||
| bibliographic_information |
ja : 金城学院大学論集. 人文科学編 en : Treatises and Studies by the Faculty of Kinjo Gakuin University. Studies in Humanities 巻 14, 号 2, p. 102-116, 発行日 2018-03-31 |
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| 出版者 | ||||||
| 出版者 | 金城学院大学 | |||||
| 言語 | ja | |||||
| item_10002_source_id_9 | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 18800351 | |||||
