焦虑和非焦虑高级 L2 学习者的 L2 言语流畅性标记--极端案例取样报告

Q2 Arts and Humanities

Research in Language Pub Date : 2023-12-28 DOI:10.18778/1731-7533.21.4.02

Magdalena Szyszka, Pekka Lintunen

{"title":"焦虑和非焦虑高级 L2 学习者的 L2 言语流畅性标记--极端案例取样报告","authors":"Magdalena Szyszka, Pekka Lintunen","doi":"10.18778/1731-7533.21.4.02","DOIUrl":null,"url":null,"abstract":"The study examines selected temporal markers of L2 utterance fluency in the speech of advanced L2 learners who exhibit high (HLA) and low (LLA) language anxiety levels. Out of the pool of 59 participants, six HLA and six LLA individuals were selected for an in-depth analysis on the basis of their scores on the Foreign Language Classroom Anxiety Scale (the FLCAS) (Horwitz, Horwitz, & Cope, 1986). Speech samples from a monologue task were examined for selected L2 utterance fluency measures: filled (FP) and silent pause (SP) frequency, mean length of silent pause (MLSP), articulation rate (AR), speech rate (SR), and mean length of run (MLR). The results provided insights into the L2 speech fluency profiles of anxious and non-anxious individuals. The analysis disclosed relatively higher frequency and disparate application of FPs, slower speed of speech, and more varied profiles in MLR in the HLA group as compared to the LLA group. The findings yield pedagogical and methodological implications.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":"31 6","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Zooming into the L2 Speech Fluency Markers of Anxious and Non-Anxious Advanced L2 Learners – an Extreme Case Sampling Report\",\"authors\":\"Magdalena Szyszka, Pekka Lintunen\",\"doi\":\"10.18778/1731-7533.21.4.02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The study examines selected temporal markers of L2 utterance fluency in the speech of advanced L2 learners who exhibit high (HLA) and low (LLA) language anxiety levels. Out of the pool of 59 participants, six HLA and six LLA individuals were selected for an in-depth analysis on the basis of their scores on the Foreign Language Classroom Anxiety Scale (the FLCAS) (Horwitz, Horwitz, & Cope, 1986). Speech samples from a monologue task were examined for selected L2 utterance fluency measures: filled (FP) and silent pause (SP) frequency, mean length of silent pause (MLSP), articulation rate (AR), speech rate (SR), and mean length of run (MLR). The results provided insights into the L2 speech fluency profiles of anxious and non-anxious individuals. The analysis disclosed relatively higher frequency and disparate application of FPs, slower speed of speech, and more varied profiles in MLR in the HLA group as compared to the LLA group. The findings yield pedagogical and methodological implications.\",\"PeriodicalId\":38985,\"journal\":{\"name\":\"Research in Language\",\"volume\":\"31 6\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Language\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18778/1731-7533.21.4.02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Language","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18778/1731-7533.21.4.02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}

引用次数: 0

摘要

本研究对表现出高度（HLA）和低度（LLA）语言焦虑的高级 L2 学习者言语中 L2 语篇流利性的选定时间标记进行了研究。在 59 名参与者中，根据他们在外语课堂焦虑量表（FLCAS）（Horwitz, Horwitz, & Cope, 1986）上的得分，选出 6 名 HLA 和 6 名 LLA 进行深入分析。对独白任务中的语音样本进行了选定的 L2 语篇流利度测量：填充（FP）和无声停顿（SP）频率、无声停顿平均长度（MLSP）、发音率（AR）、语速（SR）和平均运行长度（MLR）。研究结果有助于深入了解焦虑和非焦虑个体的 L2 言语流畅性状况。分析结果表明，与 LLA 组相比，HLA 组的 FP 使用频率相对较高，且不均衡，语速较慢，MLR 的变化也更大。研究结果具有教学和方法论意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Zooming into the L2 Speech Fluency Markers of Anxious and Non-Anxious Advanced L2 Learners – an Extreme Case Sampling Report

The study examines selected temporal markers of L2 utterance fluency in the speech of advanced L2 learners who exhibit high (HLA) and low (LLA) language anxiety levels. Out of the pool of 59 participants, six HLA and six LLA individuals were selected for an in-depth analysis on the basis of their scores on the Foreign Language Classroom Anxiety Scale (the FLCAS) (Horwitz, Horwitz, & Cope, 1986). Speech samples from a monologue task were examined for selected L2 utterance fluency measures: filled (FP) and silent pause (SP) frequency, mean length of silent pause (MLSP), articulation rate (AR), speech rate (SR), and mean length of run (MLR). The results provided insights into the L2 speech fluency profiles of anxious and non-anxious individuals. The analysis disclosed relatively higher frequency and disparate application of FPs, slower speed of speech, and more varied profiles in MLR in the HLA group as compared to the LLA group. The findings yield pedagogical and methodological implications.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Research in Language Arts and Humanities-Language and Linguistics

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Research in Language (RiL) is an international journal committed to publishing excellent studies in the area of linguistics and related disciplines focused on human communication. Language studies, as other scholarly disciplines, undergo two seemingly counteracting processes: the process of diversification of the field into narrow specialized domains and the process of convergence, strengthened by interdisciplinarity. It is the latter perspective that RiL editors invite for the journal, whose aim is to present language in its entirety, meshing traditional modular compartments, such as phonetics, phonology, morphology, syntax, semantics, and pragmatics, and offer a multidimensional perspective which exposes varied but relevant aspects of language, e.g. the cognitive, the psychological, the institutional aspect, as well as the social shaping of linguistic convention and creativity.