Speaking proficiency of young language students: A discourse-analytic study
Speaking proficiency of young language students: A discourse-analytic study
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年轻语言学生的口语能力：话语分析研究
DOI：
10.1177/0265532217734240
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发表时间：
2019
期刊：
影响因子：
4.1
通讯作者：
Y. Wang
中科院分区：
文献类型：
--
作者：
Ching;Y. Wang
本研究采用语篇分析的方法，调查了年轻语言学生口语表达的流利性、语法、词汇和内容特征。总共有179名考生对TOEFL Junior® Comprehensive考试口语部分的回答被选中进行分析。混合设计方差分析被用来比较四个熟练程度和两个任务类型（即，图片叙述任务和综合听/说任务）。语篇特征在很大程度上区分了不同水平的考生。任务类型对语法、词汇和内容的测量有一定的影响，但对流利性特征没有影响。这项研究的结果对年轻的第二语言和外语学生的语言发展有影响，并为这一人群的语言评估任务设计提供了见解。
This study investigated a range of fluency, grammar, vocabulary, and content features of young language students’ speaking performances, using a discourse-analytic approach. In total, 179 test takers’ responses to the speaking section of the TOEFL Junior® Comprehensive test were selected for analysis. Mixed-design ANOVAs were used to compare 21 spoken discourse features across four proficiency levels and two task types (i.e., a picture narration task and an integrated listen/speak task). The discourse features largely differentiated test takers across proficiency levels. Task types showed some impact on measures of grammar, vocabulary, and content, but had no influence on features of fluency. Findings of the study have implications for the language development of young second and foreign language students and provide insights into language assessment task design for this population.