流利
心理学
认知心理学
任务(项目管理)
工作记忆
背景(考古学)
第一语言
任务分析
第二语言
口语流利性测试
语言学
认知
数学教育
经济
神经科学
古生物学
哲学
管理
生物
神经心理学
作者
Nancy Gagné,Leif French,Kirsten M. Hummel
标识
DOI:10.1177/13621688221076418
摘要
Within the same learning context, learners’ outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners’ ( n = 47, mean age: 11) in a 10-month intensive English program in Quebec, Canada using a picture-cue monologic task based on The Suitcase Story and a semi-structured interview based on the Oral Proficiency Interview (OPI). Working memory was assessed using a backward digit span task and phonological memory (PM) via non-word repetition and serial non-word recognition tasks. Overall, results suggest that L1 fluency, WM and PM played only a minor role in learners’ L2 fluency outcomes, whereas learners’ pre-program levels of L2 fluency constituted an important predictor of L2 fluency development regardless of the speech task used to index fluency.
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