The Poster Carousel in the ESL Classroom: What Happens to Learners' L2 Fluency During Same and Parallel‐Task Repetition?

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-09-14 DOI:10.1002/tesq.3257

Ann‐Marie Hunter

引用次数: 0

Abstract

Abstract This paper reports on the impact of an English as a Second Language (ESL) speaking activity— the poster carousel— on English learners' second language (L2) fluency. Two versions of the poster carousel were developed to observe the effect of talking about (a) the same poster three times (same‐task repetition) or (b) three different posters (parallel‐task repetition). 46 ESL learners took part, and their performances were audio‐recorded, transcribed, and analyzed using PRAAT to detail their L2 utterance fluency. The findings suggest that learners were more fluent during repeated performances in the same‐task repetition poster carousel group. No changes in fluency were observed for the parallel‐task repetition poster carousel group. A detailed case study explores these observed fluency increases in the same‐task repetition group and generates further hypotheses for empirical exploration. Some observations are made which relate to the selection of fluency measures in L2 fluency research.

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英语课堂中的海报旋转木马:相同任务和平行任务重复对学习者的第二语言流利性有何影响?

摘要本文研究了以英语为第二语言(ESL)的口语活动——海报旋转木马对英语学习者的第二语言流利性的影响。研究人员开发了两种版本的海报旋转木马，以观察谈论(a)同一张海报三次(相同任务重复)或(b)三种不同的海报(平行任务重复)的效果。46名ESL学习者参与其中，他们的表现被录音、转录并使用PRAAT进行分析，以详细描述他们的L2话语流畅性。研究结果表明，在重复相同任务的海报旋转组中，学习者在重复表演中表现得更加流利。在平行任务重复海报旋转木马组中，没有观察到流利性的变化。一个详细的案例研究探讨了在相同任务重复组中观察到的流畅性提高，并为实证探索提出了进一步的假设。本文就二语流利性研究中对流利性指标的选择进行了一些观察。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.