Context of learning and second language fluency in french: Comparing Regular Classroom, Study Abroad, and Intensive Domestic Immersion Programs

Studies in Second Language Acquisition

Volumn 26, Issue 2, 2004, Pages 275-301

  Freed, Barbara F ^a   Segalowitz, Norman ^b   Dewey, Dan P ^c  

^a CARNEGIE MELLON UNIVERSITY   (United States)

^b Gina Cody School of Engineering and Computer Science   (Canada)

^c UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85136981329     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263104262064     Document Type: Article

References (75)

1. Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom. New York: Cambridge University Press.
2. Benjamini, Y., & Hochberg, Y. (1995). Controlling the False Discovery Rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, B57, 289-300.
3. Benjamini, Y., & Hochberg, Y. (2000). On the adaptive control of the False Discovery Rate in multiple testing with independent statistics. Journal of Educational and Behavioral Statistics, 25, 60-83.
4. Bialystok, E. (1990). Communication strategies: A psychological analysis of second-language use. Oxford: Blackwell.
5. Brecht, R., & Davidson, D. (1991, March). Language acquisition gains in study abroad: Program assessment and modification. Paper presented at the National Foreign Language Center (NFLC) Conference on Language Testing, Washington, DC.
6. Brecht, R., Davidson, D., & Ginsberg, R. (1991). The empirical study of proficiency gain in study abroad environments of American students of Russian. In D. Davidson (Ed.), American contributions to the 7th International Congress of MAPRIAL (pp. 123-152). Washington, DC: American Council of Teachers of Russian.
7. Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predicting and measuring language gains in study abroad settings. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37-66). Amsterdam: Benjamins.
8. Brecht, R., & Robinson, J. L. (1995). On the value of formal instruction in study abroad: Student reactions in context. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 317-334). Amsterdam: Benjamins.
9. Breiner-Sanders, K., Richter, J., & Chi, T. R. (1999, November). Total language immersion programs: Outcomes and assessments-The Middlebury experience. Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages (ACTFL), Dallas, TX.
10. Breiner-Sanders, K., Lowe, P., Miles, J., & Swender, E. (2000) ACTFL proficiency guidelines: Speaking-revised 1999. Foreign Language Annals, 33, 13-18.
11. Butler-Wall, B. (1986). The frequency and function of dysfluencies in native and nonnative conversational discourse. Unpublished doctoral dissertation, University of California, Los Angeles.
12. Chaudron, C. (1987). Second language classrooms: Research on teaching and learning. New York: Cambridge University Press.
13. Chafe, W. L. (1980). Some reasons for hesitating. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 169-180). The Hague: Mouton.
14. Clark, H. H., & Fox Tree, J. E. (2002). Using uh and um in spontaneous speaking. Cognition, 84, 73-111.
15. Coleman, J. (1995). The current state of knowledge concerning student residence abroad. In G. Parker & A. Rouxeville (Eds.), The year abroad (pp. 17-42). London: AFLS0CILT.
16. Coleman, J. (1998). Language learning and study abroad: The European perspective. Frontiers, 4, 167-203.
17. Collins, L., Halter, R. H., Lightbown, P. M., & Spada, N. (1999). Time and the distribution of time in L2 instruction. TESOL Quarterly, 33, 655-680.
18. Cucchiarini, C., Strik, H., & Boves, L. (2000). Quantitative assessment of second language learners fluency by means of automatic speech recognition technology. Journal of the Acoustical Society of America, 107, 989-999.
19. Dechert, H. W. (1980). Pauses and intonation as indicators of verbal planning in second-language speech productions: Two examples from a case study. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 271-285). The Hague: Mouton.
20. Dechert, H. W. & Raupach, M. (1987). Psycholinguistic models of production. Norwood, NJ: Ablex.
21. Deese, J. (1980). Pauses, prosody, and the demands of production in language. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 69-84). The Hague: Mouton.
22. DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. F. Freed (Ed.), Foreign language acquisition and the classroom (pp. 104-118). Lexington, MA: D. C. Heath.
23. Dewaele, J.-M. (2002). Individual differences in L2 fluency: The effect of neurobiological correlates. In V. Cook (Ed.), Portraits of the L2 user (pp. 221-249). Clevedon, UK: Multilingual Matters.
24. Dewey, D. (2002). The effects of study context and environment on the acquisition of reading by students of Japanese as a second language during study-Abroad and intensive domestic immersion. Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.
25. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
26. Ejzenberg, R. (1992) Understanding nonnative oral fluency: The role of task structure and discourse variability. Unpublished doctoral dissertation, State University of New York, Albany.
27. Fillmore, C. J. (1979). On fluency. In C. J. Fillmore (Ed.), Individual differences in language ability and language behavior (pp. 85-101). San Diego, CA: Academic Press.
28. Firth, A., & Wagner, J. (1998). SLA property: No trespassing. Modern Language Journal, 82, 91-94.
29. Foster, P., & Skehan, P. (1996). The influence of planning on performance in task-based learning. Studies in Second Language Acquisition, 18, 299-324.
30. Frank, V. (1997, March). Potential negative effects of homestay. Paper presented at the Middle Atlantic Conference of the American Association for the Advancement of Slavic Studies, Albany, NY.
31. Freed, B. F. (1990). Language learning in a study abroad context: The effects of interactive and noninteractive out-of-class contact on grammatical achievement and oral proficiency. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics: Linguistics, language teaching and language acquisition-The interdependence of theory, practice, and research (pp. 459-477). Washington, DC: Georgetown University Press.
32. Freed, B. F. (Ed.). (1995). Second language acquisition in a study abroad context. Amsterdam: Benjamins.
33. Freed, B. F. (1995). What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Amsterdam: Benjamins.
34. Freed, B. F. (1998). An overview of issues and research in language learning in a study abroad setting . Frontiers, 4, 31-60.
35. Freed, B. F., So, S., & Lazar, N. (2003). Language learning abroad: How do gains in written fluency compare with oral fluency in French as a second language? Association of Departments of Foreign Languages Bulletin, 34, 34-40.
36. Gatbonton, E., & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22, 473-492.
37. Goldman-Eisler, F. (1961). The distribution of pause duration in speech. Language and Speech, 4, 232-237.
38. Goldman-Eisler, F. (1968). Psycholinguistics: Experiments in spontaneous speech. San Diego, CA: Academic Press.
39. Griffiths, R. (1991). Pausological research in an L2 context: A rationale and review of selected studies . Applied Linguistics, 12, 345-364.
40. Grosjean, F. (1980). Linguistic structures and performance structures: Studies in pause distribution. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 91-106). The Hague: Mouton.
41. Huebner, T. (1995). The effects of overseas language programs: Report on a case study of an intensive Japanese course. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 171-193). Amsterdam: Benjamins.
42. Jefferson, G. (1979). Error correction as an interactional resource. Language and Society, 3, 181-199.
43. Kowal, S. & O Connell, D. C. (1980). Pausological research at Saint Louis University. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 61-68). The Hague: Mouton.
44. Lafford, B. (1995). Getting into, through, and out of a situation: A comparison of communicative strategies used by students studying Spanish abroad and "at home." In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 97-121). Amsterdam: Benjamins.
45. Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 67-94). Amsterdam: Benjamins.
46. Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40, 387-417.
47. Liskin-Gasparro, J. (1998). Linguistic development in an immersion context: How advanced learners of Spanish perceive SLA. Modern Language Journal, 82, 159-175.
48. McKee, E. (1983). The effects of intensive language instruction on student performance in beginning college French. (Report no. FL013910). Washington, DC: Center for Applied Linguistics (ERIC Document Reproduction Service no. ED233601).
49. Miller, L., & Ginsberg, R. (1995). Folklinguistic theories of language learning. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 293-315). Amsterdam: Benjamins.
50. Möhle, D. (1984). A comparison of the second language speech of different native speakers. In H. Dechert, D. Möhle, & M. Raupach. (Eds.), Second language productions (pp. 26-49). Töbingen: Gunter Narr.
51. Ochs, E. (1979). Planned and unplanned discourse. In T. Givón (Ed.), Discourse and syntax (pp. 51-80). San Diego, CA: Academic Press.
52. Olynyk, M., d Anglejan, A., & Sankoff, D. (1990). A quantitative and qualitative analysis of speech markers in the native and second language speech of bilinguals. In R. Scarcella, R. Andersen, & S. Krashen (Eds.), Developing communicative competence in a second language (pp. 139-155). Rowley, MA: Newbury House.
53. Pellegrino. V. (1998). Student perspectives on language learning in a study abroad context. Frontiers, 4, 91-120.
54. Raupach, M. (1980). Temporal variables in first and second language speech production. In H. W. Dechert & M. Raupach (Eds.), Temporal variables in speech (pp. 49-60). The Hague: Mouton.
55. Raupach, M. (1983). Analysis and evaluation of communicative strategies. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 199-201). London: Longman.
56. Raupach, M. (1984). Formulae in second language speech production. In H. W. Dechert, D. Möhle, & M. Raupach (Eds.), Second language productions (pp. 114-137). Töbingen: Gunter Narr.
57. Raupach, M. (1987). Procedural knowledge in advanced learners of a foreign language. In J. Coleman & R. Towell (Eds.), The advanced language learner (pp. 123-155). London: CILT.
58. Riggenbach, H. (1989). Nonnative fluency in dialogue versus monologue speech: A microanalytic approach. Unpublished doctoral dissertation, University of California, Los Angeles.
59. Riggenbach, H. (1991). Towards an understanding of fluency: A microanalysis of nonnative speaker conversations. Discourse Processes, 14, 423-441.
60. Sajavaara, K. (1987). Second language speech production: Factors affecting fluency. In H. W. Dechert & M. Raupach (Eds.), Psycholinguistic models of production (pp. 45-65). Norwood, NJ: Ablex.
61. Schachter, J., & Gass. S. (Eds.). (1996). Second language classroom research: Issues and opportunities. Mahwah, NJ: Erlbaum.
62. Schegloff, E. A. (1981). Discourse as an interactional achievement: Some uses of uh huh and other things that come between sentences. In D. Tannen (Ed.), Analyzing discourse: Text and talk (pp. 71-93). Washington, DC: Georgetown University Press.
63. Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361-382.
64. Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14, 357-385.
65. Segalowitz, N. (2000). Automaticity and attentional skill in fluent performance. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 200-219). Ann Arbor: The University of Michigan Press.
66. Segalowitz, N., Freed, B. F., & Dewey, D. (in preparation). Cognitive factors underlying oral fluency gains.
67. Segalowitz, N., & Gatbonton, E. (1995). Automaticity and lexical skills in second language fluency: Implications for computer assisted language learning. Computer Assisted Language Learning, 8, 129-149.
68. Segalowitz, N., & Segalowitz, S. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14, 369-385.
69. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
70. Swain, M. (1993). The output hypothesis: Just speaking and writing aren t enough. Canadian Modern Language Review, 50, 158-164.
71. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
72. Temple, L. (1992). Dysfluencies in learner speech. Australian Review of Applied Linguistics, 15, 29-44.
73. Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17, 84-119.
74. Wennerstrom, A. (2000). The role of intonation in second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 102-127). Ann Arbor: The University of Michigan Press.
75. Wilkinson, S. (1998). Study abroad from the participants perspective: A challenge to common beliefs. Foreign Language Annals, 31, 23-39.