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The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech. / Suzuki, Shungo; Kormos, Judit.
Proceedings of DiSS 2019. ed. / Ralph L. Rose; Robert Eklund. Budapest, 2019. p. 31-34.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Suzuki, S & Kormos, J 2019, The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech. in RL Rose & R Eklund (eds), Proceedings of DiSS 2019. Budapest, pp. 31-34. https://doi.org/10.21862/diss-09-009-suzu-korm

APA

Suzuki, S., & Kormos, J. (2019). The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech. In R. L. Rose, & R. Eklund (Eds.), Proceedings of DiSS 2019 (pp. 31-34). https://doi.org/10.21862/diss-09-009-suzu-korm

Vancouver

Suzuki S, Kormos J. The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech. In Rose RL, Eklund R, editors, Proceedings of DiSS 2019. Budapest. 2019. p. 31-34 doi: 10.21862/diss-09-009-suzu-korm

Author

Suzuki, Shungo ; Kormos, Judit. / The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech. Proceedings of DiSS 2019. editor / Ralph L. Rose ; Robert Eklund. Budapest, 2019. pp. 31-34

Bibtex

@inproceedings{42c0c71e88694a6fa650db4138b9725c,
title = "The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech",
abstract = "Focusing on text summary speaking tasks, the present study investigated the effects of the activation of phonological representations during text comprehension (operationalized by read-aloud assistance) on the subsequent retelling speech. A total of 24 Japanese learners of English completed text summary speaking tasks under two conditions: (a) reading without read-aloud assistance and (b) reading with read-aloud assistance. Their speech data were analyzed by lexical overlap indices (i.e. the ratio of characteristic single-words and multiword sequences) and by fluency measures capturing three major dimensions of fluency—speed, breakdown, and repair fluency. The results showed that read-aloud assistance directly facilitated lexical overlaps with source texts and indirectly improved speed and repair fluency. Furthermore, read-aloud assistance was found to affect the interrelationship between lexical overlaps and utterance fluency. The findings suggested that read-aloud assistance might help second language learners to store multiword sequences as a single unit (i.e. chunking) during text comprehension.",
author = "Shungo Suzuki and Judit Kormos",
year = "2019",
month = sep,
day = "12",
doi = "10.21862/diss-09-009-suzu-korm",
language = "English",
pages = "31--34",
editor = "Rose, {Ralph L.} and Robert Eklund",
booktitle = "Proceedings of DiSS 2019",

}

RIS

TY - GEN

T1 - The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech

AU - Suzuki, Shungo

AU - Kormos, Judit

PY - 2019/9/12

Y1 - 2019/9/12

N2 - Focusing on text summary speaking tasks, the present study investigated the effects of the activation of phonological representations during text comprehension (operationalized by read-aloud assistance) on the subsequent retelling speech. A total of 24 Japanese learners of English completed text summary speaking tasks under two conditions: (a) reading without read-aloud assistance and (b) reading with read-aloud assistance. Their speech data were analyzed by lexical overlap indices (i.e. the ratio of characteristic single-words and multiword sequences) and by fluency measures capturing three major dimensions of fluency—speed, breakdown, and repair fluency. The results showed that read-aloud assistance directly facilitated lexical overlaps with source texts and indirectly improved speed and repair fluency. Furthermore, read-aloud assistance was found to affect the interrelationship between lexical overlaps and utterance fluency. The findings suggested that read-aloud assistance might help second language learners to store multiword sequences as a single unit (i.e. chunking) during text comprehension.

AB - Focusing on text summary speaking tasks, the present study investigated the effects of the activation of phonological representations during text comprehension (operationalized by read-aloud assistance) on the subsequent retelling speech. A total of 24 Japanese learners of English completed text summary speaking tasks under two conditions: (a) reading without read-aloud assistance and (b) reading with read-aloud assistance. Their speech data were analyzed by lexical overlap indices (i.e. the ratio of characteristic single-words and multiword sequences) and by fluency measures capturing three major dimensions of fluency—speed, breakdown, and repair fluency. The results showed that read-aloud assistance directly facilitated lexical overlaps with source texts and indirectly improved speed and repair fluency. Furthermore, read-aloud assistance was found to affect the interrelationship between lexical overlaps and utterance fluency. The findings suggested that read-aloud assistance might help second language learners to store multiword sequences as a single unit (i.e. chunking) during text comprehension.

U2 - 10.21862/diss-09-009-suzu-korm

DO - 10.21862/diss-09-009-suzu-korm

M3 - Conference contribution/Paper

SP - 31

EP - 34

BT - Proceedings of DiSS 2019

A2 - Rose, Ralph L.

A2 - Eklund, Robert

CY - Budapest

ER -