The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

Kazuya Saito · Keiko Hanzawa

82 citations0/0 files storedLanguage Teaching Research

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Acquisition and Learning

Abstract

The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 82 citations exist upstream.

References

2001Approaches and Methods in Language Teaching 2013Input, Interaction, and the Second Language Learner 2001Factors affecting degree of foreign accent in an L2: a review 1997ACCENT, INTELLIGIBILITY, AND COMPREHENSIBILITY 2009Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny 2003The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production 2004CONTEXT, CONTACT, AND COGNITION IN ORAL FLUENCY ACQUISITION: Learning Spanish in At Home and Study Abroad Contexts 2010Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis

Cited by

2021What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors 2018APTITUDE, EXPERIENCE, AND SECOND LANGUAGE PRONUNCIATION PROFICIENCY DEVELOPMENT IN CLASSROOM SETTINGS 2022Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom 2021How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.