Sandra Götz | Justus Liebig University, Giessen and Macquarie University Sydney, Australia
In this paper we present a possible multi-method approach towards the description of a potential correlation between errors and temporal variables of (dys-)fluency in spoken learner language. Using the German subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI) and the native control corpus Louvain Corpus of Native English Conversation (LOCNEC), we first analysed errors and temporal variables of fluency quantitatively. We detected lexical and grammatical categories which are especially error-prone as well as problematic aspects of fluency for all learners in the LINDSEI subcorpus, e.g. confusion in tense agreement across clauses or an overuse of unfilled pauses. In the ensuing qualitative analysis of five prototypical learners, no trend for a possible correlation of accuracy and fluency could be observed. Fifty native speakers’ ratings of these five learners revealed that the learner with an average performance across the investigated variables received the highest ratings for overall oral proficiency.
2013. Advancing the Research Agenda of Interlanguage Pragmatics: The Role of Learner Corpora. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1], ► pp. 9 ff.
Campillos Llanos, Leonardo
2014. A Spanish learner oral corpus for computer-aided error analysis. Corpora 9:2 ► pp. 207 ff.
Friginal, Eric, Joseph J. Lee, Brittany Polat & Audrey Roberson
2017. Corpora of Spoken Academic Discourse and Learner Talk: A Survey. In Exploring Spoken English Learner Language Using Corpora, ► pp. 35 ff.
2015. Establishing the fluency gap between native and non-native-speech. Research in Language 13:3 ► pp. 230 ff.
2022. A Summary of The Effectiveness of The TBLT Approach in Improving Speaking Fluency. International Journal of Education and Humanities 3:2 ► pp. 96 ff.
Mart, Çağrı Tuğrul & Yasar Khajavi
2019. A comparison of form-focused, content-based and mixed approaches to literature-based instruction to develop learners’ speaking skills. Cogent Education 6:1 ► pp. 1660526 ff.
O’Brien, Mary Grantham
2016. METHODOLOGICAL CHOICES IN RATING SPEECH SAMPLES. Studies in Second Language Acquisition 38:3 ► pp. 587 ff.
2017. Temporal fluency and problem-solving in interaction: An exploratory study of fluency resources in L2 dialogue. System 70 ► pp. 1 ff.
2018. Exploring Connections Between First and Second Language Fluency: A Mixed Methods Approach. The Modern Language Journal 102:4 ► pp. 676 ff.
2022. Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 983 ff.
Peltonen, Pauliina & Pekka Lintunen
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 4:2 ► pp. 209 ff.
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