|
Temporal Variables |
Hans Dechert |
Temporal
variables for a student before and after visiting
France (adapted from Raupach, 1987)
|
total speaking time |
pause/time ratio |
run length |
|
|
before |
132.30 |
37.56% |
6.56 |
|
after |
283.28 |
30.39% |
7.61 |
Research summary: Raupach, M. (1987), 'Procedural
learning in advanced learners of a foreign language', in Coleman, J., &
Towell, R. (eds.), The Advanced Language Learner, CILTR, London, 123-156
Aim: application of temporal variables to L2 speech
Learners: adult German learners of French
Aspect of language: temporal variables of pauses, run-length, speaking
time etc
Data type: interviews transcribed with pauses etc
Results: improvement on measures of fluency after visiting France
Conclusions: Anderson's view of learning as shift from declarative to
procedural memory is complicated in L2 learning by the possibility of L1
transfer and translation
|
syllables per minute |
pause/time ratio |
run length |
||||
|
Natives |
264.00 |
84.45 |
12.00 |
|||
|
Year 1 |
Year 4 |
Year 1 |
Year 4 |
Year 1 |
Year 4 |
|
|
Towell 87a |
122.46 |
177,45 |
52.59% |
78.5% |
*75.75% |
*50% |
|
Year 1 |
Year 3 |
Year 1 |
Year 3 |
Year 1 |
Year 3 |
|
|
Towell 87b |
118.20 |
195.20 |
64.03 |
88.02 |
4.30 |
8.40 |
Anderson’s ACT* model
Types of memory
– working memory (used for performance)
– declarative memory (stores isolated ‘facts’)
– procedural memory (stores processes production rules) handling ‘facts’)
Stages of learning in ACT*
1) the
declarative stage (sometimes called the ‘cognitive ‘stage)
2) the knowledge compilation stage (sometimes called ‘associative’)
3) the tuning productions stage (sometimes called ‘autonomous’)
Research summary: Hulstijn & Hulstijn Language
Learning, (1984)
Aim: to investigate control and metacognitive dimensions via factors
of Time Pressure and Attention to Form
Learners: 32 learners of Dutch (from a larger sample of 157)
Linguistic Content: Dutch syntax involving 'Inversion' (Verb Second) and
'Verb Final' (SOV in subordinate clauses)
Design: variation of Time Pressure (Fast/Slow) and Focus on Form
(Information/
Grammar)
Data type: retelling 68 stories following prompts to elicit Inversion or
Verb Final, plus follow-up interviews
Method of analysis: response length and information content scores
Results: Attention (i.e. Focus on Form) had an effect, Time pressure
(Fast/slow) did not; extra time helped both those who knew the rules explicitly
and those who did not
Inversion (%) Verb Final (%)
1) Information/Fast 81.0 36.12
2) Information/Slow 77.6 37.6
3) Grammar/Fast 85.7 55.7
4) Grammar/Slow 87.9 59.1
Scores for Inversion and Verb Final
References
Anderson, J. (1983), The Architecture of Cognition, Harvard UP
Dechert, H., Möhle, D., & Raupach, M. (1984), Second Language Productions, G. Narr
Dechert, H. & Raupach M. (1987), ‘Prosodic patters of proceduralised speech in second and first language narratives’ in James, A. & Leather, J. (eds), Sound Patterns in Second Language Acquisition, Foris, Dordrecht
Griffiths, R. (1991), 'Pausological research in an L2 context: a rationale and review of selected studies', Applied Linguistics, 12, 4
McLaughlin, B., Rossman, R., & McLeod, B. (1983), 'Second language learning: an information-processing perspective', LL, 33, 135-158
Möhle, D. & Raupach, M. (1989), 'Language transfer of procedural knowledge', in Dechert, H.W., & Raupach, M. (eds.), Transfer in Language Productions, Ablex, NJ, 195-216
Raupach, M. (1987), 'Procedural learning in advanced learners of a foreign language', in Coleman, J., & Towell, R. (eds.), The Advanced Language Learner, CILTR, London, 123-156
Towell, R. (1987a), 'Approaches to the analysis of the oral language development of the advanced language learner', in Coleman, J., & Towell, R. (eds.), The Advanced Language Learner, CILTR, 157-182
Towell, R. (1987b), 'Variability and progress in the language development of advanced learners of a foreign language', in Ellis, R. (ed.), Second Language Acquisition In Context, Oxford, Pergamon, 113-128
Towell, R., and Hawkins, R. (1994), Approaches to Second Language Acquisition, Multilingual Matters, Chapter 12
Wagner, J. (1998), ‘Silences in international communication’ in Albrechtsen, D., Henriksen, B., Mees, I.M. & Poulsen, E. (eds), Perspectives on Foreign and Second Language Pedagogy, Odense University Press, 79-92
*************************************
Sample data
Subject 1 (Chinese)
Monologue 1 (1 minute, 30 seconds): Narrative
(18.5) A boy on the (.5) er (.) a boy on the boat, erm on the river (.) and a policeman (.) er tell him (1.5) can (.) tell him that (.) er he can not (2.3) row the boat. So er he (1.2) ask him (.) er (.) go ther- (.8) go up (.) and -er erm (2.4) pu- and-er (5.8) hh (.7) and- er change him (.) hh er row the boat. (3.2) But er (.7) hi- his boat (.) er (.8) strongs the (.) storm, and-er the boat (.8) is broken. Erm (5.0) erm (2.5) There are many
Monologue 2 (1 minute): Opinion
(2.5) I believe that (.) erm (1.3) every s- (.) high school student (.) er learn (1.0) at least (er) one foreign language (.) is good. (2.2) Erm (1.1) first erm (.5) we usually (.) er (1.5) go, go foreign (.) country er future. If we (.) study (.) foreign language (.) erm we can use (1.8) And er (2.3) er (3.7) in my country (.) hh er (.4) Eng- er in my country, hh we (.) use (.) English and-er erm (.3) other language (.) in the school. Er (.3) for example
Subject 2 (Chinese)
Monologue 1 (1 minute, 30 seconds): Narrative
One day, Fido the dog, spotted two boys, Tim and John, at a waste- (.3) at a waste (.) disposal. Tim was looking (.) at a pair of (.5) at an old black shoe. (1.3) He wanted to play catch. And so Tim (.) threw the shoe (.) across to some bushes. Fido ran excitedly after the shoe. And he brought the shoe back. (1.3) But (.) it wasn't the old shoe it was a brand new one. (1.0) And the o- and the owner came jumping. (2.0) Said (.) "That's my shoe." (3.1) The two boys were flabbergasted.
Monologue 2 (1 minute): Opinion
No, I-I don't think that ~ people should all live in an old folks home or a nursing home. I think they should be staying with their families, (.3) and (1.2) their grandchildren, (.) and (.3) be part of their lives. I think for old people, (.5) living (.7) with love (1.3) makes (.3) lot of difference. (1.0) It makes them feel cared for and wanted,(3.3) it makes them (2.5) know (1.3) the changes that are taking place in their (1.0) sons' and daughters' lives, (.3) what is happening with the children, (.3) it makes the old people (.4) more active more aware of what's happening in the world. Rather than in a nursing home (.4) where (.8) you're paying people to look after you (9.5) and er
Questions
1 Calculate (a) syllables per minute, (b) pause/time ratio, (c) run length for
each of the 4 texts
2. Rate each user on a scale from 1 (not fluent) to 6 (very fluent)
3. Which aspects contribute most to your ratings?
4. What differences are there between narrative and opinion?