Development of oral communication skills abroad.
Development of oral communication skills abroad.
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国外口语沟通技巧的发展。
DOI：
10.36366/frontiers.v9i1.119
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发表时间：
2003
影响因子：
1.2
通讯作者：
Christina L. Isabelli
中科院分区：
文献类型：
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作者：
Christina L. Isabelli
本研究探讨了在阿根廷的一个学期的留学经验对三个美国大学西班牙语学习者的第二语言习得的影响。其目的是衡量口语交际技能的两个方面的发展：流利和性能的口头功能的叙述，描述和支持的意见。研究表明，沉浸在目的语文化中对学习者的第二语言习得，特别是口语水平的提高具有重要价值（Freed，1990 a，1990 b; 1995 a，1995 b; Ginsberg &米勒，2000; Liskin-Gasparro & Urdaneta，1995）。其他国外研究集中在习得的各个方面，如社会语言学规范，词汇项目，发音和交际策略等。Freed（1995 a）指出，尽管“以前的调查已经为富有成效地探索留学经历对参加这些项目的人的语言能力的影响奠定了基础......许多问题仍有待于仔细控制的实证研究来回答”（第16页）。她提出的许多理论和实践问题之一是关于在海外留学项目中花费时间的实际语言益处。她提出了这些好处可能是什么的问题，“是改善口音，更多地使用习语，提高准确性，扩大话语策略，更流利，提高听力理解，改善口头或书面交流，更大的句法复杂性，还是更广泛的社会语言学范围？”（第17页）。我通过分析弗里德的两个研究主题来探讨这个问题：学习者的流利程度提高，以及在整个出国留学计划中提高语言功能的口语沟通技巧。“流畅性”这个术语并不容易定义，本研究的目的也不是试图达到这一目的（关于流畅性的讨论，见Freed 1995 a）。
This study examines the impact of a semester study abroad experience in Argentina on the second language acquisition of three American university Spanish learners. The goal is to measure development of two aspects of oral communication skills: fluency and performance in the oral functions of narration, and description and supporting an opinion. Research has shown that immersion in the target culture is of great value to the learner’s second-language acquisition, especially in improvement of oral proficiency (Freed, 1990a, 1990b; 1995a, 1995b; Ginsberg & Miller, 2000; Liskin-Gasparro & Urdaneta, 1995). Other study abroad research has focused on various aspects of acquisition such as sociolinguistic norms, lexical items, pronunciation and communication strategies, among others. Freed (1995a) points out that even though “previous investigations have laid the groundwork for fruitful explorations of the effects of study abroad experiences on the language proficiency of those who participate in these programs...numerous questions remain to be answered by carefully-controlled empirical studies” (p. 16). One of the many theoretical and practical questions she asks concerns the actual linguistic benefits of time spent in a study abroad program. She poses the question about what these benefits might be, “Is it improved accent, greater use of idioms, improved accuracy, expanded discourse strategies, greater fluency, improved listening comprehension, improved oral or written communication, greater syntactic complexity, or broader sociolinguistic range?” (p.17). I approach the issue by analyzing two of Freed’s topics of study: the learner’s improved fluency, and improved oral communication skills in language functions throughout the study abroad program. The term “fluency” is not easily defined, and it is not the purpose of the study to attempt that feat (see Freed 1995a for a discussion on fluency).