Rights statement: The final, definitive version of this article has been published in the Journal, Language Teaching Research, 21 (6), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Language Teaching Research page: http://journals.sagepub.com/home/ltr on SAGE Journals Online: http://journals.sagepub.com/
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Affective factors influencing fluent performance
T2 - French learners’ appraisals of second language speech tasks
AU - Kormos, Judit
AU - Prefontaine, Yvonne
N1 - The final, definitive version of this article has been published in the Journal, Language Teaching Research, 21 (6), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Language Teaching Research page: http://journals.sagepub.com/home/ltr on SAGE Journals Online: http://journals.sagepub.com/
PY - 2017/11
Y1 - 2017/11
N2 - The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.
AB - The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.
KW - fluency
KW - motivation
KW - second language production
U2 - 10.1177/1362168816683562
DO - 10.1177/1362168816683562
M3 - Journal article
VL - 21
SP - 699
EP - 716
JO - Language Teaching Research
JF - Language Teaching Research
SN - 1362-1688
IS - 6
ER -