Developing Second Language Mandarin Fluency through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration
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| Title: | Developing Second Language Mandarin Fluency through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration |
|---|---|
| Language: | English |
| Authors: | Jiayi Wang (ORCID |
| Source: | Language Learning. 2024 74(2):177-206. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Mandarin Chinese, Undergraduate Students, Second Language Learning, Study Abroad, Longitudinal Studies, Language Fluency, Language Rhythm, Oral Language, Reaction Time |
| Geographic Terms: | China |
| DOI: | 10.1111/lang.12694 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | This longitudinal study examines the effects of a pre-study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency--planning time and speech rate--along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental group was assessed at three points: before instruction (T1), after 2 weeks of instruction (T2), and post-SA (T3). A non-instructed control group that participated in the SA period provided baseline data. Both groups demonstrated improved fluency after the SA period, with the experimental group showing superior performance in planning time, speech rate, and duration of response. The greatest reduction in between-group differences occurred at T2 and persisted over time. These findings highlight that combining targeted instruction with exposure is highly effective, with L2 contact strongly correlating with overall fluency gains. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449563 |
| Database: | ERIC |
| Abstract: | This longitudinal study examines the effects of a pre-study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency--planning time and speech rate--along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental group was assessed at three points: before instruction (T1), after 2 weeks of instruction (T2), and post-SA (T3). A non-instructed control group that participated in the SA period provided baseline data. Both groups demonstrated improved fluency after the SA period, with the experimental group showing superior performance in planning time, speech rate, and duration of response. The greatest reduction in between-group differences occurred at T2 and persisted over time. These findings highlight that combining targeted instruction with exposure is highly effective, with L2 contact strongly correlating with overall fluency gains. |
|---|---|
| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.12694 |
