Article published in:
Acquisition of Chinese: Bilingualism and Multilingualism
Edited by Boping Yuan and Yanyu Guo
[Journal of Second Language Studies 3:2] 2020
► pp. 157179
References

References

Awwad, A., Tavakoli, P., & Wright, C.
(2017) “I think that’s what he’s doing”: Effects of intentional reasoning on second language (L2) speech performance. System, 67, 158–169. CrossrefGoogle Scholar
Boersma, P., & Weenink, D.
(2014) Praat: Doing phonetics by computer (Version 5.3.51). Retrieved from http://​www​.praat​.org/
Collentine, J., & Freed, B.
(2004) Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26(2), 153–171. CrossrefGoogle Scholar
de Jong, N. H.
(2016) Predicting pauses in L1 and L2 speech: The effects of utterance boundaries and word frequency. International Review of Applied Linguistics in Language Teaching, 54(2), 113–132. CrossrefGoogle Scholar
de Jong, N. H., Steinel, M., Florijn, A., Schoonen, R., & Hulstijn, J.
(2012) Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5–34. CrossrefGoogle Scholar
de Jong, N., & Perfetti, C. A.
(2011) Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568. CrossrefGoogle Scholar
Derwing, T. M., Munro, M. J., & Thomson, R. I.
(2008) A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29(3), 359–380. CrossrefGoogle Scholar
Du, H.
(2013) The development of Chinese fluency during Study Abroad in China. The Modern Language Journal, 97(1), 131–143. CrossrefGoogle Scholar
Duff, P., Anderson, T., Ilnyckyj, R., Van Gaya, E., Wang, R., & Yates, E.
(2013) Learning Chinese: Linguistic, sociocultural, and narrative perspectives. De Gruyter. CrossrefGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford University Press.Google Scholar
Everson, M., & Xiao, Y.
(Eds.) (2009) Teaching Chinese as a foreign language. Cheng & Tsui.Google Scholar
Foster, P., Tonkyn, A., & Wigglesworth, G.
(2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 21, 354–375. CrossrefGoogle Scholar
Freed, B.
(Ed.) (1995) Second language acquisition in a study abroad context. John Benjamins. CrossrefGoogle Scholar
Freed, B. F., Segalowitz, N., & Dewey, D.
(2004) Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26(2), 275–301. CrossrefGoogle Scholar
Gatbonton, E., & Segalowitz, N.
(2005) Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review / La revue Canadienne des Langues Vivantes, 61(3), 325–353. CrossrefGoogle Scholar
Gilabert, R., Barón, J., & Levkina, M.
(2011) Manipulating task complexity across task types and modes. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 105–138). John Benjamins. CrossrefGoogle Scholar
Han, Z.-H.
(Ed.) (2014) Studies in second language acquisition of Chinese. Multilingual Matters. CrossrefGoogle Scholar
Han, Z.-H., & Finneran, R.
(2014) Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics, 24(3), 370–389. CrossrefGoogle Scholar
Hu, B.
(2010) The challenges of Chinese: A preliminary study of UK learners’ perceptions of difficulty. The Language Learning Journal, 38(1), 99–118. CrossrefGoogle Scholar
Iwashita, N., McNamara, T., & Elder, C.
(2001) Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design. Language Learning, 21, 401–436. CrossrefGoogle Scholar
Kahng, J.
(2014) Exploring utterance and cognitive fluency of L1 and L2 English speakers: Temporal measures and stimulated recall. Language Learning, 64(4), 809–854. CrossrefGoogle Scholar
Kasper, G., & Kellerman, E.
(Eds.) (1997) Communication strategies: Psycholinguistic and sociolinguistic perspectives. Longman.Google Scholar
Kim, J., Dewey, D., Baker-Smemoe, W., Ring, S., Westover, A., & Eggett, D.
(2015) L2 development during study abroad in China. System, 55, 123–133. CrossrefGoogle Scholar
Kinginger, C.
(2011) Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58–73. CrossrefGoogle Scholar
Kormos, J.
(2006) Speech production and second language acquisition. Lawrence Erlbaum Associates.Google Scholar
(2011) Speech production and the Cognition Hypothesis. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 39–60). John Benjamins. CrossrefGoogle Scholar
Kormos, J. & Denés, M.
(2004) Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145–164. CrossrefGoogle Scholar
Lennon, P.
(1990) Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387–417. CrossrefGoogle Scholar
Levelt, W.
(1989) Speaking: From intention to articulation. The MIT Press.Google Scholar
Li, W., & Yang, Y.
(2009) Perception of prosodic hierarchical boundaries in Mandarin Chinese sentences. Neuroscience, 158(4), 1416–1425. CrossrefGoogle Scholar
Liu, J.
(2009) Assessing students’ language proficiency: A new model of study abroad program in China. Journal of Studies in International Education, 14(5), 528–544.Google Scholar
Lu, Y.
(Ed.) (2017) Teaching and learning Chinese in higher education. Routledge. CrossrefGoogle Scholar
MacWhinney, B.
(2000) The CHILDES project: Tools for analyzing talk (3rd ed.). Lawrence Erlbaum Associates.Google Scholar
Magne, V., Suzuki, S., Suzukida, Y., Ilkan, M., Tran, M., & Saito, K.
(2019) Exploring the dynamic nature of second language listeners’ perceived fluency: A mixed-methods approach. TESOL Quarterly. CrossrefGoogle Scholar
Michel, M.
(2011) Effects of task complexity and interaction on L2 performance. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 141–174). John Benjamins. CrossrefGoogle Scholar
Mitchell, R., Tracy-Ventura, T., & McManus, K.
(2017) Anglophone students abroad: Identity, social relationships, and language learning. Routledge. CrossrefGoogle Scholar
Mora, J. C., & Valls-Ferrer, M.
(2012) Oral fluency, accuracy and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly, 46(4), 610–641.Google Scholar
Nation, I. S. P.
(1989) Improving speaking fluency. System 17(3), 377–384. CrossrefGoogle Scholar
Ortega, L.
(2005) What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 77–110). John Benjamins. CrossrefGoogle Scholar
Pallotti, G.
(2009) CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30, 590–601. CrossrefGoogle Scholar
(2017) Assessing tasks: The case of interactional difficulty. Applied Linguistics, 40(1), 176–197. CrossrefGoogle Scholar
Peng, Y., & Wright, C.
(2020) Minding the expectation gap – student expectations pre-study abroad in China. In S. Salin, D. Hall, & C. Hampton (Eds.), Perspectives on the year abroad: A selection of papers from the 2018 Year Abroad Conference (pp. 67–76). CrossrefGoogle Scholar
Préfontaine, Y., & Kormos, J.
(2016) A qualitative analysis of perceptions of fluency in second language French. International Review of Applied Linguistics in Language Teaching, 54(2), 151–169. CrossrefGoogle Scholar
Révész, A., Ekiert, M., & Torgersen, E.
(2016) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37, 828–848.Google Scholar
Richards, B., & Malvern, D.
(2002) Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 19(1), 85–104. CrossrefGoogle Scholar
Robinson, P.
(2003) The Cognition Hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45–105.Google Scholar
(Ed.) (2011) Second language task complexity: Researching the Cognition Hypothesis of language learning and performance. John Benjamins. CrossrefGoogle Scholar
Saito, K., Trofimovich, P., & Isaacs, T.
(2017) Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38, 439–462.Google Scholar
Sanz, C.
(2014) Contributions of Study Abroad research to our understanding of SLA processes and outcomes: The Sala project. In C. Perez Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 1–13). John Benjamins. CrossrefGoogle Scholar
Segalowitz, N.
(2010) Cognitive bases of second language fluency. Routledge. CrossrefGoogle Scholar
Segalowitz, N., & Freed, B.
(2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173–199. CrossrefGoogle Scholar
Skehan, P.
(2003) Task-based instruction. Language Teaching, 36, 1–14. CrossrefGoogle Scholar
Skehan, P., & Foster, P.
(2001) Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp. 183–205). Cambridge University Press. CrossrefGoogle Scholar
Skehan, P., Foster, P., & Shum, S.
(2016) Ladders and snakes in second language fluency. International Review of Applied Linguistics in Language Teaching 54(2), 79–96. CrossrefGoogle Scholar
Tao, H.
(Ed.) (2016) Integrating Chinese linguistic research and language teaching and learning. John Benjamins. CrossrefGoogle Scholar
Tavakoli, P.
(2011) Pausing patterns: Differences between L2 learners and native speakers. ELT Journal, 65(1), 71–79. CrossrefGoogle Scholar
(2016) Fluency in monologic and dialogic task performance: Challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54(2), 115–150. CrossrefGoogle Scholar
Tavakoli, 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. CrossrefGoogle Scholar
Tavakoli, P., Campbell, C., & McCormack, J.
(2016) Development of speech fluency over a short period of time: Effects of pedagogic intervention. TESOL Quarterly, 50(2), 447–471. CrossrefGoogle Scholar
Towell, R., Hawkins, R., & Bazergui, N.
(1996) The development of fluency in advanced learners of French. Applied Linguistics, 17, 84–119. CrossrefGoogle Scholar
Tullock, B., & Ortega, L.
(2017) Fluency and multilingualism in study abroad: Lessons from a scoping review. System, 71, 7–21. CrossrefGoogle Scholar
Witton-Davies, G.
(2014) The study of fluency and its development in monologue and dialogue (Unpublished doctoral dissertation). Lancaster University.Google Scholar
Wood, D.
(2010) Formulaic language and second language speech fluency: Background, evidence and classroom applications. Bloomsbury.Google Scholar
Wray, A.
(2002) Formulaic language and the lexicon. Cambridge University Press. CrossrefGoogle Scholar
Wray, A., & Perkins, M.
(2000) The functions of formulaic language: An integrated model. Language and Communication, 20, 1–28. CrossrefGoogle Scholar
Wright, C.
(2013) An investigation of working memory effects on oral grammatical accuracy and fluency in producing questions in English. TESOL Quarterly 47(2), 352–374. CrossrefGoogle Scholar
(2018) Effects of time and task on L2 Mandarin Chinese language development during study abroad. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 166–180). Routledge. CrossrefGoogle Scholar
(2019) Developing communicative competence in adult beginner learners of Chinese. In C. Shei, M. Zikpi, & D-L. Chao (Eds.), The Routledge handbook of Chinese language teaching (pp. 134–148). Routledge. CrossrefGoogle Scholar
Wright, C., & Tavakoli, P.
(2016) New directions and developments in defining, analyzing and measuring L2 speech fluency. International Review of Applied Linguistics in Language Teaching, 54(2), 73–77. CrossrefGoogle Scholar
Wright, C., & Zhang, C.
(2014) Examining the effects of study abroad on L2 Chinese development among UK university learners. Newcastle & Northumbria Working Papers in Linguistics, 20, 67–83.Google Scholar
Xing, J. X.
(2006) Teaching and learning Chinese as a foreign Language: A pedagogic grammar. Hong Kong University Press.Google Scholar
Yuan, F., & Ellis, R.
(2003) The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27. CrossrefGoogle Scholar
Zhao, Y.
(2011) Review article: A tree in the wood: A review of research on L2 Chinese acquisition. Second Language Research, 27, 559–572. CrossrefGoogle Scholar