Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective
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基于使用的视角，结构的重用是否促进了任务重复的流畅性发展？
DOI：
10.1002/tesq.3103
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发表时间：
2022
期刊：
影响因子：
3.2
通讯作者：
de Jong Nel
中科院分区：
文献类型：
--
作者：
Suzuki Yuichi;Eguchi Masaki;de Jong Nel
在这项任务重复干预研究中，L2学习者对语言结构的重复使用被分析，以调查在同一任务重复期间对特定结构的重复依赖在多大程度上预测流利性的发展。英语作为外语（EFL）学习者在两种任务重复时间表下每天执行三次口头叙述任务：封闭（第1天：提示A-A-A，第2天：B-B-B，第3天：C-C-C）与交错（第1天：提示A-B-C，第2天：A-B-C，第3天：A-B-C）。从基于用法的角度来看，他们在同一提示语中对结构的重用在两个具体的（词汇单字[例如，“自行车”]和三元组[例如，“在自行车后面”]）和抽象（词性三元组[例如，“介词限定词名词”]）水平。随后的分析表明，阻塞的做法导致更高的重用的具体和抽象的建设比交错的做法。重复使用频率与培训期间和前后测流畅性变化相关。特别是，在交错练习期间，词汇和抽象三元组的更多重用导致了速度和分解流畅性的提高（即，更短的平均音节持续时间和更少的小句中间停顿），尽管有更高的努力（由更长的小句中间和小句结尾停顿表示）。总之，这些发现表明，操纵任务重复时间表可能会系统地诱导语言结构的重用，这可能会促进具体和抽象层面的结构知识的程序化（巩固）。
In this task‐repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English‐as‐a‐foreign‐language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A‐A‐A, Day 2: B‐B‐B, Day 3: C‐C‐C) versus interleaved (Day 1: Prompt A‐B‐C, Day 2: A‐B‐C, Day 3: A‐B‐C). From a usage‐based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., “bicycle”] and trigram [e.g., “behind the bicycle”]) and abstract (parts of speech trigram [e.g., “preposition determiner noun”]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during‐training and pretest–posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid‐clause pauses) after the intervention, albeit with higher effort (indicated by longer mid‐clause and clause‐final pauses). Taken together, these findings indicate that manipulating task‐repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels.