通过教学干预和出国留学培养第二语言普通话流利程度:计划时间、语速和反应时间

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jiayi Wang, Nicola Halenko
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引用次数: 0

摘要

本纵向研究探讨了留学前(SA)的教学干预和随后的留学经历对第二语言(L2)普通话流利性的影响。研究探讨了口语流利性的两个时间方面--计划时间和语速--以及一个表现测量--反应持续时间。此外,第二语言接触数据也作为补充变量纳入分析。实验组在三个时间点进行评估:教学前(T1)、教学两周后(T2)和教学后(T3)。未接受指导的对照组参与了 SA 阶段,提供了基线数据。两组学生在 SA 阶段后的流利程度都有所提高,其中实验组在计划时间、语速和反应持续时间方面表现更优。组间差异的最大缩小发生在第二阶段,并持续了一段时间。这些研究结果突出表明,将有针对性的教学与接触相结合是非常有效的,L2 接触与整体流利程度的提高密切相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Developing Second Language Mandarin Fluency Through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration

Developing Second Language Mandarin Fluency Through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration

This longitudinal study examines the effects of a pre-study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency—planning time and speech rate—along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental group was assessed at three points: before instruction (T1), after 2 weeks of instruction (T2), and post-SA (T3). A non-instructed control group that participated in the SA period provided baseline data. Both groups demonstrated improved fluency after the SA period, with the experimental group showing superior performance in planning time, speech rate, and duration of response. The greatest reduction in between-group differences occurred at T2 and persisted over time. These findings highlight that combining targeted instruction with exposure is highly effective, with L2 contact strongly correlating with overall fluency gains.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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