Task Preparation and Second Language Speech Production
Task Preparation and Second Language Speech Production
复制标题
任务准备和第二语言语音生成
DOI：
10.1002/tesq.598
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发表时间：
2020
期刊：
影响因子：
3.2
通讯作者：
Paul Leeming
中科院分区：
文献类型：
--
作者：
Craig Lambert;S. Aubrey;Paul Leeming
本研究考察了四种任务准备形式对二语语音产生的相对影响。144名说英语的日本人在准备10分钟后完成了一项口头意见任务。同一任务重复条件包括四次相同教学任务（相同步骤、相同内容）的重复，并行任务重复条件包括四次相同类型任务（相同步骤、不同内容）的重复，第一语言（L1）计划条件包括日语任务的二元计划，第二语言（L2）计划条件包括英语任务的二元计划。这些任务执行选项的效果在概念化、制定和监测二语语音产生的措施（Kormos, 2006; level, 1989）以及任务执行期间的整体二语流畅性方面进行了比较。研究结果表明，不同的预备选项可能以互补的方式支持二语学习者的言语产生，交替减少他们在任务中面临的概念化、表述和监控需求。结果为实施任务提供了初步基础，以有效地支持二语学习者在实时语音生成过程中并行处理内容和语言的新能力（Skehan, 2009）。讨论了任务型语言教学中顺序准备支持的选择。
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, different content), the first language (L1) planning condition involved dyadic planning for the task in Japanese, and the second language (L2) planning condition involved the same in English. The effects of these task implementation options were compared in terms of measures of conceptualization, formulation, and monitoring of L2 speech production (Kormos, 2006; Levelt, 1989) as well as overall L2 speech fluency during task performance. Results suggest that different preparatory options might support L2 learners’ speech production in complementary ways by alternately reducing the conceptualization, formulation, and monitoring demands they face on tasks. Results provide an initial basis for implementing tasks to effectively support L2 learners’ emerging abilities to parallel process content and language during real‐time speech production (Skehan, 2009). Options for sequencing preparatory support in task‐based language teaching are discussed.