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Oral language performance of English-speaking learners of Mandarin in web-based audio and video conferencing.

机译：在基于Web的音频和视频会议中，说英语的普通话学习者的口语表现。

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摘要

This cross-national study employed a mixed-method approach (a pre- and post-test experimental design, surveys, and interviews) to investigate second language learners' oral language performance in synchronous audio and video conferencing (AC & VC). It also examined learner attitudes toward their assigned conferencing tool. Thirty-six intermediate and advanced learners of Mandarin in America used Skype, a free web-based conferencing program, to practice their oral Chinese outside class with native speakers of Mandarin in China three times a week in twelve 30-minute sessions held over a four-week period.;It was found that the VC group performed better than the AC group. The difference was statistically significant between the two groups' overall oral language proficiency, which was a linear combination of seven outcome measures, F (6, 25) = 2.023, p .1, partial eta squared = .327. A significant difference also existed between the two groups' production of words with pronunciation accuracy, F = 3.693, df =1, p .1, partial eta squared = .110.;This study also brought to light interesting findings about the interlanguage produced by learners in a synchronous conferencing context. One of the strongest patterns emerging from the learners' speech during their final conferencing session was in their use of prepositional phases to describe locations. The VC group outperformed the AC group in producing Mandarin-like prepositional phrases of location. The patterns in the two groups' placement of their prepositional phrases suggested evidence of language transference from English to Mandarin.;In addition, participants displayed a favorable attitude towards the use of online conferencing for extracurricular language practice. The most commonly highlighted benefits included low cost, location independence, time efficiency, improved speaking and listening skills, and increased motivation and confidence. However, this study also highlights criticism regarding technological problems encountered by both groups (e.g. choppy voice). A discussion is provided on the pedagogical implications of the findings for second language acquisition. The dissertation ends by offering salient suggestions about the use of online conferencing to support second language learning beyond the classroom. Suggestions are also provided for future research on oral language production and learners' responses to pedagogical intervention.
机译：这项跨国研究采用混合方法（测试前后的实验设计，调查和访谈）来调查第二语言学习者在同步音频和视频会议（AC＆VC）中的口语表现。它还检查了学习者对他们分配的会议工具的态度。三十六名美国普通话中级和高级学习者使用免费的基于网络的会议程序Skype，与中国普通话讲者每周三次在十二场30分钟的会议中练习他们的汉语口语课。周期间。发现VC组的表现优于AC组。两组总体口语水平之间的差异具有统计学意义，这是七个结果指标的线性组合，F（6，25）= 2.023，p <.1，偏方平方= .327。两组在发音准确度上的单词产生之间也存在显着差异，F = 3.693，df = 1，p <.1，部分eta平方= .110 。；该研究还揭示了有关产生中间语言的有趣发现。由学习者在同步会议环境中进行。学习者在最后一次会议中的讲话中出现的最强烈的模式之一是使用介词阶段来描述位置。在产生类似于普通话的介词短语时，VC组的表现优于AC组。两组介词短语的放置方式表明了语言从英语到普通话的转移。此外，与会人员对在线会议进行课外语言练习表现出了良好的态度。最常见的好处包括低成本，位置独立性，时间效率，提高的口语和听力技能以及增强的动力和信心。但是，这项研究也突显出对这两个群体所遇到的技术问题的批评（例如声音不稳）。讨论了调查结果对第二语言习得的教学意义。论文最后提出了有关使用在线会议以支持课堂以外的第二语言学习的重要建议。还为将来的口头语言生成和学习者对教学干预的反应提供了建议。

著录项

  • 作者

    Tian, Jinghong.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Bilingual and Multicultural.;Education Foreign Language.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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