Pokaż uproszczony rekord

dc.contributor.authorSzyszka, Magdalena
dc.contributor.authorLintunen, Pekka
dc.date.accessioned2024-01-03T09:41:18Z
dc.date.available2024-01-03T09:41:18Z
dc.date.issued2023-12-28
dc.identifier.issn1731-7533
dc.identifier.urihttp://hdl.handle.net/11089/49011
dc.description.abstractThe 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.en
dc.language.isoen
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl
dc.relation.ispartofseriesResearch in Language;4en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.subjectlanguage anxietyen
dc.subjectL2 speech fluencyen
dc.subjectL2 utterance fluencyen
dc.titleZooming into the L2 Speech Fluency Markers of Anxious and Non-Anxious Advanced L2 Learners – an Extreme Case Sampling Reporten
dc.typeArticle
dc.page.number357-376
dc.contributor.authorAffiliationSzyszka, Magdalena - University of Turku, Finland; University of Opole, Polanden
dc.contributor.authorAffiliationLintunen, Pekka - University of Turku, Finlanden
dc.referencesAubrey, S. (2022). The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology 13. 968946. doi: 10.3389/fpsyg.2022.968946en
dc.referencesBoersma, P., & Weenink, D. (2007). Praat (Version 6.2.09) [Software]. Available for download from www. praat.orgen
dc.referencesBielak, J. (2022). To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task. Language Teaching Research, 0(0). 136216882210793. doi: 10.1177/13621688221079319.en
dc.referencesBotes, E., Dewaele, J. M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: An overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26–56. Retrieved from http://jpll.org/index.php/journal /article /view /botesetal https://doi.org/10.52598/jpll/2/1/3en
dc.referencesCossavella, F., & Cevasco, J. (2021). The importance of studying the role of filled pauses in the construction of a coherent representation of spontaneous spoken discourse. Journal of Cognitive Psychology, 33(2), 172–186. doi: 10.1080/20445911.2021.1893325en
dc.referencesDe Bot, K. (1992). A bilingual production model: Levelt’s ‘speaking’ model adapted. Applied Linguistics, 13(1), 1–24.en
dc.referencesDe Jong, N. H. (2016). Fluency in second language assessment. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 203–218). Berlin: De Gruyter.en
dc.referencesDe Jong N. H., Pacilly J. J. A. & Heeren W. F. L. (2021). PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically. Assessment in Education: Principles, Policy & Practice, 28(4), 456–476. doi.org/10.1080/0969594X.2021.1951162en
dc.referencesDe Jong, N. H., & Wempe, T. (2009). Praat script to detect syllable nuclei and measure speech rate automatically. Behaviour Research Methods, 41, 385–390. doi: doi.org/10.3758/BRM.41.2.385en
dc.referencesDerakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive performance. European Psychologist, 14(2), 168–176. doi: doi.org/10.1027/1016-9040.14.2.168en
dc.referencesDerwing, T. M., Munro, M. J., Thomson, R. I. & Rossiter, M. J. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31, 533– 557 https://doi.org/10.52598/jpll/2/1/3.en
dc.referencesDonate, Á. (2022). Task anxiety, cognition and performance on oral tasks in L2 Spanish. Journal of Spanish Language Teaching, 9(1), 1-18. doi: 10.1080/23247797.2022.2090661 Dörnyei, Z. (2010). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.en
dc.referencesEjzenberg, R. (2000). The juggling act of oral fluency: A psycho-sociolinguistic metaphor. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 287–313). Ann Arbor, Michigan: The University of Michigan Press.en
dc.referencesEysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336–353. doi: 10.1037/1528-3542.7.2.336en
dc.referencesGkonou, C. Daubney, M., & Dewaele, J-M. (Eds.)(2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters. https://doi.org/10.52598/jpll/2/1/3en
dc.referencesHorwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. doi: doi.org/10.2307/327317 Kormos, J., & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. https://doi.org/10.1016/j.system.2004.01.001en
dc.referencesKahng, J. (2020). Explaining second language utterance fluency: Contribution of cognitive fluency and first language utterance fluency. Applied Psycholinguistics, 41(2), 457–480. doi:10.1017/S0142716420000065en
dc.referencesKormos, J., & Préfontaine, Y. (2017). Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research, 21, 699–716. https://doi.org/10.1177/1362168816683562en
dc.referencesLemhöfer, K., & Broersma, M. (2012). Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior research methods, 44(2), 325–343. https://doi.org/10.3758%2Fs13428-011-0146-0en
dc.referencesLennes, M. (2002). Total duration of labeled segments. Praat script. Available: https://github.com/lennes/spect/blob/master/scripts/total_duration_of_labeled_segments.praaten
dc.referencesLennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 25–42). Ann Arbor, Michigan: The University of Michigan Press.en
dc.referencesLevelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, Mass. MIT Press. https://doi.org/10.7551/mitpress/6393.001.0001en
dc.referencesLintunen, P., Mutta, M., & Peltonen. P. (2020). Synthesising approaches to second language fluency: Implications and future directions. In P. Lintunen, M. Mutta, & P. Peltonen (Eds.), Fluency in L2 learning and use (pp. 219-236). Bristol: Multilingual Matters. https://doi.org/10.21832/9781788926317en
dc.referencesMacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11–39), Bristol: Multilingual Matters. https://doi.org/10.21832/9781783097722-003en
dc.referencesMacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.xen
dc.referencesMacIntyre, P. & Wang, (2020). Anxiety. In Shaofeng Li, Phil Hiver, & Mostafa Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 175-189). New York: Routledge.en
dc.referencesMora, J. C., Mora-Plaza, I., & Bermejo Miranda, G. (2023). Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics, 00, 1–24. https://doi.org/10.1111/ijal.12494en
dc.referencesPeltonen, P. (2020). Individual and interactional speech fluency in L2 English from a problem-solving perspective: A mixed-methods approach. PhD dissertation. Annales Universitatis Turkuensis, Tom. 517, Turku: University of Turku. https://www.utupub.fi/handle/10024/150313en
dc.referencesPeltonen, P., & Lintunen, P. (2016). Integrating quantitative and qualitative approaches in L2 fluency analysis: A study of Finnish-speaking and Swedish-speaking learners of English at two school levels. European Journal of Applied Linguistics, 4, 209-238. doi.org/10.1515/eujal-2014-0018en
dc.referencesPeltonen, P., Olkonen, S., Szyszka, M., & Lintunen, P. (in review). L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety.en
dc.referencesPérez Castillejo, S. (2019). The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing, 36(3), 327–345. https://doi.org/10.1177/0265532218777783en
dc.referencesPhillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76(1), 14–26. https://doi.org/10.1111/j.1540-4781.1992.tb02573.xen
dc.referencesSatar, H. M., & Ozdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595–613. https://doi.org/10.1111/j.1540-4781.2008.00789.en
dc.referencesSegalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge. https://doi.org/10.4324/9780203851357en
dc.referencesSimard, D., Zuniga, M., & Hameau, F. (2023). How do attention-shift and foreign language anxiety interact with objective and subjective measures of fluency? Language Teaching research, 0(0). https://doi.org/10.1177/13621688221146379en
dc.referencesSkehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532. https://doi.org/10.1093/applin/amp047en
dc.referencesSzyszka, M. (2017). Pronunciation learning strategies and language anxiety: In search of an interplay. Cham: Springer. https://doi.org/10.1007/978-3-319-50642-5en
dc.referencesSzyszka, M, Peltonen, P., & Lintunen, P. (in review). Unravelling the relationship between language anxiety and L2 speech fluency in a monologue production.en
dc.referencesTavakoli, P., Nakatsuhara, F., & Hunter, A. (2020). Aspects of fluency across assessed levels of speaking proficiency. The Modern Language Journal, 104, 169-191. https://doi.org/10.1111/modl.12620en
dc.referencesTavakoli, P., & Hunter, A-M. (2018). Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices. Language Teaching Research, 22(3), 330–349. https://doi.org/10.1177/1362168817708462en
dc.referencesTavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239–273). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.15taven
dc.referencesTavakoli, P., & Wright, C. (2020). Second language speech fluency: From research to practice (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. doi:10.1017/9781108589109en
dc.referencesTeimouri, Y., Goetze, J., & Plonsky, L. (2018). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. doi:10.1017/S0272263118000311en
dc.referencesTóth, Z. (2017). Exploring the relationship between anxiety and advanced Hungarian EFL learners’ communication experiences in the target language: A study of high- vs low-anxious learners. In C. Gkonou, M. Daubney & J. Dewaele (Ed.), New insights into language anxiety: Theory, research and educational implications (pp. 156-174). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781783097722-010en
dc.referencesTóth, Z. (2012). Foreign language anxiety and oral performance: Differences between high-vs. low-anxious EFL students. US-China Foreign. Language, 10(5), 1166–1178.en
dc.referencesZhang, X. (2019). Foreign language anxiety and foreign language performance: A meta-analysis. The Modern Language Journal, 103(4), 763–781. doi:10.1111/modl.12590en
dc.referencesZuniga, M. & Simard, D. (2022). Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production. System, 105, 102732. https://doi.org/10.1016/j.system.2022.102732en
dc.contributor.authorEmailSzyszka, Magdalena - mszyszka@uni.opole.pl
dc.contributor.authorEmailLintunen, Pekka - pekka.lintunen@utu.fi
dc.identifier.doi10.18778/1731-7533.21.4.02
dc.relation.volume21


Pliki tej pozycji

Thumbnail

Pozycja umieszczona jest w następujących kolekcjach

Pokaż uproszczony rekord

https://creativecommons.org/licenses/by-nc-nd/4.0
Poza zaznaczonymi wyjątkami, licencja tej pozycji opisana jest jako https://creativecommons.org/licenses/by-nc-nd/4.0