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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 0000-0003-2720-8218), Nicola Halenko
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
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  Data: Developing Second Language Mandarin Fluency through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration
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  Data: <searchLink fieldCode="AR" term="%22Jiayi+Wang%22">Jiayi Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2720-8218">0000-0003-2720-8218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicola+Halenko%22">Nicola Halenko</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2024 74(2):177-206.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Rhythm%22">Language Rhythm</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink>
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  Label: Abstract
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  Data: 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.
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        Value: 10.1111/lang.12694
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      – Text: English
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        PageCount: 30
        StartPage: 177
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Study Abroad
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Language Rhythm
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Reaction Time
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      – SubjectFull: China
        Type: general
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      – TitleFull: Developing Second Language Mandarin Fluency through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration
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              Type: published
              Y: 2024
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