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The effect of sequent input on speech accuracy and fluency in adults at the intermediate level.

机译：后续输入对中级成年人语音准确性和流利度的影响。

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摘要

To help students achieve their potential, input/feedback must be sequenced by the level of complexity that immediately follows the student's actual developmental level. I assert that effective input/feedback has to follow a set of suggested but not directly expressed rules that represent basic criteria for the development of communicative competence. This study made these criteria explicit, and converted them into ready-for-use input/feedback specifications. Such specifications allow instructors to provide effective remedies to treat particular interlanguage errors. Thus, it is important that instructors understand how to sequence input/feedback to target students differentially in response to their different proficiency levels.;The study was based on the pretest-posttest control-group design with 15 participants in each of the experimental and control groups. The intervention treatment for the experimental group was provided through sequenced inputs (SI) whereas the control group did not receive a treatment.;The posttest findings revealed that the intensity of speech inaccuracy in the experimental group showed a statistically significant difference compared to the control group in word-order errors and lexical-choice errors. However, there was no significant difference in the intensity of disfluency (total pausing time, length of run, and speech rates) before and after the intervention between the experimental and control groups. These results suggest SI could be used as one instructional methodology to develop communicative competence.;Insights gleaned from the data analysis are made accessible in the form of (a) capsulated text typology providing familiarity with various input contexts, and (b) an analogical-reasoning method indicating trends of how certain interlanguage errors are often treated, based on gaining insights into possible treatments from existing facts in the same or dissimilar contexts. The key contributions from this work are (a) an empirical data set of input/feedback specifications to target students differentially in response to their actual developmental levels, (b) an insightful comparison of SI feedback on the basis of detailed text-typology criteria, (c) documentation of SI feedback correlated with detailed text-typology criteria, and (d) documented input feedback insights.
机译：为了帮助学生发挥潜能，输入/反馈必须按紧随学生实际发展水平的复杂程度排序。我断言，有效的输入/反馈必须遵循一组建议的但未直接表达的规则，这些规则代表了沟通能力发展的基本标准。这项研究明确了这些标准，并将其转换为即用型输入/反馈规范。这样的规范允许教师提供有效的补救措施来处理特定的中间语言错误。因此，重要的是，教师应了解如何根据他们的不同熟练程度，对目标学生进行差异化的输入/反馈排序。该研究基于测试前-测试后对照组的设计，每个实验和对照组中有15名参与者组。实验组的干预治疗是通过顺序输入（SI）提供的，而对照组则没有接受治疗;后测结果表明，实验组的语音不正确强度与对照组相比有统计学上的显着差异在单词顺序错误和词汇选择错误中。但是，实验组和对照组之间的干预前后，其疏散强度（总暂停时间，跑步时间和语速）没有显着差异。这些结果表明，可以将SI用作发展交际能力的一种教学方法。；可以通过以下方式访问从数据分析中收集到的见解：（a）封装的文本类型，提供对各种输入上下文的熟悉；以及（b）类似的-推理方法，该方法基于对相同或不同上下文中现有事实的可能处理的见解，指出了通常如何处理某些中间语言错误的趋势。这项工作的主要贡献是（a）输入/反馈规范的经验数据集，以根据学生的实际发展水平有针对性地针对学生；（b）根据详细的文字类型标准对SI反馈进行有见地的比较， （c）与详细的文字类型标准相关的SI反馈文档，以及（d）记录的输入反馈见解。

著录项

  • 作者

    Farah, Salah A.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education Foreign Language.;Education Language and Literature.;Education Pedagogy.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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