Rights statement: The final, definitive version of this article has been published in the Journal, Second Language Research, 37, 4 (2021), 2021, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Second Language Research page: https://journals.sagepub.com/home/slr 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 - How does longitudinal interaction promote second language speech learning?
T2 - Roles of learner experience and proficiency levels
AU - Saito, K.
AU - Suzuki, S.
AU - Oyama, T.
AU - Akiyama, Y.
N1 - The final, definitive version of this article has been published in the Journal, Second Language Research, 37, 4 (2021), 2021, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Second Language Research page: https://journals.sagepub.com/home/slr on SAGE Journals Online: http://journals.sagepub.com/
PY - 2021/10/1
Y1 - 2021/10/1
N2 - This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a story telling task before and after the treatment, was analysed via a set of linguistic measures. In line with the componential view of L2 oral proficiency and development, our results hinted L2 learners’ experience and proficiency levels as a mediating factor for determining the link between interaction and its impact on different dimensions of L2 speech learning. While the longitudinal interaction equally improved the participants’ grammatical complexity and articulation rate – a fundamental component for defining L2 oral proficiency – the development of less experienced/proficient learners was observed across a wide range of lexicogrammar and fluency features (lexical appropriateness/richness, grammatical accuracy, pause ratio). It was only more experienced/proficient learners that significantly enhanced phonological accuracies (segmentals, word stress) which are thought to gradually develop in the later stages of L2 speech learning. These findings add another piece of evidence for the differential effects of long-term interaction relative to L2 learners’ developmental stage
AB - This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a story telling task before and after the treatment, was analysed via a set of linguistic measures. In line with the componential view of L2 oral proficiency and development, our results hinted L2 learners’ experience and proficiency levels as a mediating factor for determining the link between interaction and its impact on different dimensions of L2 speech learning. While the longitudinal interaction equally improved the participants’ grammatical complexity and articulation rate – a fundamental component for defining L2 oral proficiency – the development of less experienced/proficient learners was observed across a wide range of lexicogrammar and fluency features (lexical appropriateness/richness, grammatical accuracy, pause ratio). It was only more experienced/proficient learners that significantly enhanced phonological accuracies (segmentals, word stress) which are thought to gradually develop in the later stages of L2 speech learning. These findings add another piece of evidence for the differential effects of long-term interaction relative to L2 learners’ developmental stage
KW - computer assisted language learning
KW - feedback
KW - interaction
KW - second language speech
U2 - 10.1177/0267658319884981
DO - 10.1177/0267658319884981
M3 - Journal article
VL - 37
SP - 547
EP - 571
JO - Second Language Research
JF - Second Language Research
SN - 0267-6583
IS - 4
ER -