Understanding L1-L2 Fluency Relationship Across Different Languages and Different Proficiency Levels
Understanding L1-L2 Fluency Relationship Across Different Languages and Different Proficiency Levels
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了解不同语言和不同熟练程度之间的 L1-L2 流利关系
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发表时间：
2014
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通讯作者：
Olga Vyacheslavovna Maletina
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作者：
Olga Vyacheslavovna Maletina
了解L1-L2在不同语言和不同熟练程度之间的流利关系Olga V. Maletina语言研究中心，杨百翰大学文学硕士本研究的目的是更好地了解L1和L2流利性之间的关系，确切地说，L1和L2时间流利性测量之间是否存在关系，以及这种关系是否在不同语言和不同熟练程度之间存在差异。为了回答这些问题，L1和L2的语音样本收集和分析相同的发言者。25名母语为日语、汉语普通话、葡萄牙语、西班牙语和俄语的人和45名非母语的人被要求回答问题，并在他们的L1和L2中进行图片描述。然后通过Praat脚本分析记录的语音样本，以确定平均游程长度（MLR）、语速和停顿次数。然后进行了几种不同的统计分析，以比较这些L1和L2的时间特征在不同的语言和不同的熟练程度。本研究的结果表明，母语流利性和二语流利性之间有很强的关系，这种关系可能在二语产出中发挥作用。此外，本研究还发现，母语在母语时间流利性的产生模式上存在差异，这些差异可能会影响二语时间流利性的产生。研究还发现，L1-L2流利性关系在不同的熟练程度上没有差异，这表明个人因素可能在L2流利性产生中起作用。因此，我们发现，例如，一个说西班牙语的中间人并不比一个说俄语的中间人说得快，这表明在他们的L1中自然较慢的说话者在他们的L2中仍然会说得较慢。这些结果表明，流利既是一种状态，也是一种特质。然而，研究还发现，并非所有的L1-L2语言组合表现出相同的结果，表明L1-L2流利性关系受到L2的影响。这些研究结果对二语教学、二语流利性评估和整体语言水平评估都有不同的启示。
Understanding L1-L2 Fluency Relationship Across Different Languages and Different Proficiency Levels Olga V. Maletina Center for Language Studies, BYU Master of Arts The purpose of this research was to better understand the relationship between L1 and L2 fluency, precisely, whether there is a relationship between L1 and L2 temporal fluency measures and whether this relationship differs across different languages and different proficiency levels. In order to answer these questions, L1 and L2 speech samples of the same speakers were collected and analyzed. Twenty-five native speakers and 45 non-native speakers of Japanese, Mandarin Chinese, Portuguese, Spanish, and Russian were asked to respond to questions and perform picture descriptions in their L1 and L2. The recorded speech samples were then analyzed by means of a Praat script in order to identify mean length of run (MLR), speech rate, and number of pauses. Several different statistical analyses were then performed to compare these L1 and L2 temporal features across different languages and different proficiency levels. The results of this study indicate that there is a strong relationship between L1 and L2 fluency and that this relationship may play a role in L2 production. Furthermore, it was found that native languages differ in their patterns of L1 temporal fluency production and that these differences may affect the production of L2 temporal fluency. It was also found that L1-L2 fluency relationship did not differ at different proficiency levels suggesting that individual factors may play a role in L2 fluency production. Thus, it was found that an Intermediate speaker of Spanish, for instance, did not speak faster than an Intermediate speaker of Russian, suggesting that naturally slower speakers in their L1 will still speak slower in their L2. These results indicate that fluency is as much of a trait as it is a state. However, it was also found that not all of the L1-L2 language combinations demonstrated the same results, indicating that the L1-L2 fluency relationship is affected by the L2. These findings have different implications for both L2 teaching and learning, as well as L2 assessment of fluency and overall language proficiency.