L2 Spanish Listening Comprehension: The Role of Speech Rate, Utterance Length, and L2 Oral Proficiency

2020 ◽  
Vol 104 (2) ◽  
pp. 439-456
Author(s):  
ALMITRA MEDINA ◽  
GILDA SOCARRÁS ◽  
SRIDHAR KRISHNAMURTI
Keyword(s):  
Listening Comprehension ◽  
Speech Rate ◽  
Oral Proficiency ◽  
Utterance Length ◽  
L2 Spanish

Role of Inversion in Children's Question Development

1985 ◽  
Vol 28 (2) ◽  
pp. 225-232 ◽  
Author(s):  
Thomas Klee
Keyword(s):  
Noun Phrase ◽  
Empirical Support ◽  
Hearing Disorders ◽  
Question Types ◽  
Subject Noun ◽  
Utterance Length ◽  
Auxiliary Verb ◽  
Question Development

Current developmental descriptions of children's Wh-question production are contradictory. One account posits a stage in which the auxiliary verb and subject noun phrase are uninverted, whereas another view offers no empirical support for such a stage. The purpose of the present investigation was to test these divergent developmental descriptions by analyzing children's spontaneously produced questions. Six children at each of three linguistic stages, defined by mean utterance length in morphemes and ranging from 2.50 to 3.99, were selected for study. The children were between 25 and 47 months of age and evidenced no speech, language, or hearing disorders. Although the results replicated the proposed semantic ordering of question types, a stage characterized by uninverted forms was not supported.

The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing

2018 ◽  
Vol 24 (5) ◽  
pp. 642-665 ◽  
Author(s):  
Aleksandra Malicka
Keyword(s):  
Cognitive Complexity ◽  
Speech Rate ◽  
Structural Complexity ◽  
Simple Complex ◽  
Complexity Measures ◽  
Complex Sequence ◽  
Task Sequencing ◽  
Sequence Versus ◽  
Individual Task

This study set out to test the theoretical premise of the SSARC model of pedagogic task sequencing, which postulates that tasks should be sequenced for learners from cognitively simple to complex. This experiment compared the performance of three tasks differing in cognitive complexity in a simple–complex sequence versus in the absence of any other tasks. There were two groups in the study: (1) participants who performed the three tasks in the simple–complex sequence, and (2) participants who performed either the simple, the complex, or the most complex task. The participants’ speech was analysed using fluency, accuracy, and complexity measures. The results indicate that simple–complex sequencing led to a higher speech rate, greater dysfluency, enhanced accuracy, and greater structural complexity, as compared to individual task performance. The results are discussed in terms of the SSARC model and pedagogical implications of the findings are presented.

Revisiting speech rate and utterance length manipulations in stuttering speakers

2008 ◽  
Vol 41 (2) ◽  
pp. 159-178 ◽  
Author(s):  
Michael Blomgren ◽  
Alexander M. Goberman
Keyword(s):  
Speech Rate ◽  
Utterance Length

The role of aural recognition in L2 Spanish mood selection

2015 ◽  
Vol 28 (2) ◽  
pp. 555-587
Author(s):  
Annalisa Teixeira
Keyword(s):  
Unique Challenge ◽  
Positive Correlation ◽  
Phonological Sensitivity ◽  
L2 Learners ◽  
English Speaking ◽  
L2 Spanish ◽  
Mood Selection ◽  
Insight Into ◽  
Pedagogical Approaches

It is widely recognized that the development of mood selection in Spanish poses a unique challenge for English-speaking L2 learners, but the role that aural mood recognition plays in this process has yet to be fully explored (Collentine, 2010). This present study, conducted with intermediate-advanced L2 Spanish students, considers issues of aural saliency for regular and irregular present subjunctive forms, and argues that if students cannot perceive mood modeled in spoken input, the necessary frequency-driven, form-meaning connections essential for acquisition could be hindered, impacting mood production (Ellis, 2002, 2009). These exploratory results suggest a positive correlation between phonological sensitivity to the present subjunctive form and target-like mood production, especially when coupled with mood noticing strategies. The outcome of this study offers insight into L2 mood selection development and adds support to pedagogical approaches that strengthen aural mood recognition and encourage explicit strategies for mood processing.

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