The Development of L2 Oral Language Skills in Two L1 Groups
A 7-Year Study
Bibliographic Data
| ID | 4501927 |
|---|---|
| Authors | Tracey M Derwing (0000-0002-6816-6168, University of Alberta, corresponding author), Murray J Munro (0000-0002-5936-7750, Simon Fraser University) |
| Year | 2013 |
| Volume | 63 |
| Issue | 2 |
| Pages | 163-185 |
| Publication date | 2013-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12000 |
| OpenAlex | W2150805776 |
| Language | EN |
| Citations received | 79 |
| References cited | 33 |
Researching the longitudinal development of second language (L2) learners is essential to understanding influences on their success. This 7-year study of oral skills in adult immigrant learners of English as a second language evaluated comprehensibility, fluency, and accentedness in first-language (L1) Mandarin and Slavic language speakers. The primary data were judgments at three times from two sets of listeners: native monolingual speakers of English and highly proficient English L2 speakers. The Mandarin L1 speakers showed no change over time on any of the dimensions, while the Slavic language L1 speakers improved significantly in comprehensibility and fluency. Improvement in accent was limited to the first 2 years in the Slavic language group. These outcomes appear to be due to the complex interplay of L1, age, the depth and breadth of learners' conversations in English, and their willingness to communicate
Comprehension approach · First language · Fluency · Language education · Language proficiency · Linguistics · Mandarin Chinese · Mathematics education · Pronunciation · Second language · Second-language acquisition · Second-language attrition · Slavic languages · Stress (linguistics) · Willingness to communicate · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning
Speech Synthesis and Pronunciation Teaching
Comprehensibility
Pronunciation Fundamentals
Second language speech production
Teaching Pronunciation in Just Ten Minutes a Day
The Effectiveness of Second Language Pronunciation Instruction
A Longitudinal Study of Voice Onset Time Development in L2 Spanish Stops
The Effect of Text Shadowing on English Language Learners’ Pronunciation Development
What promotes success in L2 suprasegmental learning in foreign language classroom settings? The roles of perceptual, cognitive, and experiential individual differences in the acquisition of English word stress
Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
Compreensibilidade e percepções de brasileiros sobre o estudo da pronúncia do inglês
Comparing the effect of lecture method and cooperative teaching method on the learning, communication skills, and attitudes of students
The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development
Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for
Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning
Domain-general auditory processing as an anchor of post-pubertal second language pronunciation learning
Age effects in spoken second language vocabulary attainment beyond the critical period
Mapping Research on L2 Pronunciation
Doing L2 Speech Research Online
Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood
Examining Rater Perception of Holds as a Visual Cue of Listener Nonunderstanding
Automated assessment of second language comprehensibility
Teaching for Intelligibility
Relationality, interconnectedness, and identity
Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words
Motivation, Anxiety, and Enjoyment in L2 Pronunciation
Task engagement and comprehensibility development in video‐mediated intercultural exchanges
Auditory precision hypothesis-L2
Segmentals weigh much more in comprehensibility than nuclear stress in read speech
Perception of voicing in English fricatives by Spanish listeners
Are the needs of racialized lesbian, gay, bisexual, transgender, and queer newcomers in Newfoundland and Labrador being met? Preliminary findings from a focus group discussion with Canadian stakeholders
Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers
The effect of L1 tonal status on the acquisition of L2 Mandarin tones
Predictors of English as second language learners’ oral proficiency development in a classroom context
Mobile-assisted peer feedback on EFL pronunciation
Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form
Development of discursive practices for the intelligibility of Thai English in interaction
Within-speaker variation in passing for a native speaker
Lexical preference in second dialect acquisition in a second language
Speed, breakdown, and repair
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study
Attending to second language lexical stress
Successful second language pronunciation learning is linked to domain-general auditory processing rather than music aptitude
Effects of auditory processing, memory, and experience on early and later stages of second language speech learning
Roles of collocation in L2 oral proficiency revisited
Aspiring to Aspirate
Aptitude, Anxiety, and Success in L2 Speech Development
Language Attitudes and Ethnic Identity
Technology-assisted consciousness-raising for L2 prosody
Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings
How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2
Second language speech comprehensibility
Community context matters
Attitudes towards foreign accents among adult multilingual language users
Willingness to communicate in a multilingual context
The Effect of Executive Function on Word Recognition
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training
Native and Nonnative Teachers of L2 Pronunciation
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness
A Longitudinal Investigation of the Relationship between Motivation and Late Second Language Speech Learning in Classroom Settings
The Early Phase of /ɹ/ Production Development in Adult Japanese Learners of English
Current approaches to pronunciation instruction
Variability and Variation in Second Language Acquisition Orders
Language development among immigrant students in Catalonia
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
Delving into L2 Learners' Perspective
A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings
Professional Identities of French Lx Economic Immigrants
Experience Effects on the Development of Late Second Language Learners' Oral Proficiency
Cognitive and Sociopsychological Individual Differences, Experience, and Naturalistic Second Language Speech Learning
Instructed Second Language Acquisition and Second Language Pronunciation
Improving L2 Listeners' Perception of English Vowels
Tone assimilation by Mandarin and Thai listeners with and without L2 experience
Opening the Window on Comprehensible Pronunciation After 19 Years
Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker-Level Predictors
L2 Learners' Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning
The Relationship Between L1 Fluency and L2 Fluency Development
Accent, Intelligibility, and Comprehensibility
Factors affecting strength of perceived foreign accent in a second language
Critical Evidence
The Mutual Intelligibility of L2 Speech
Willingness to Communicate in the Second Language
Cross-linguistic evidence for the nature of age effects in second language acquisition
A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development
Deconstructing Canada’s discourse of immigrant integration
Immigration and the metropolis
Educated and underemployed
Experience Sampling Method Applications to Communication Research Questions
English pronunciation and fluency development in Mandarin and Slavic speakers
Longitudinal Research in Second Language Acquisition
Conceptualizing Willingness to Communicate in a L2
The Robustness of Aptitude Effects in Near-Native Second Language Acquisition
Evidence in Favor of a Broad Framework for Pronunciation Instruction
The Effect of Familiarity on the Comprehensibility of Nonnative Speech
Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners
Second Language Fluency
Segmental Acquisition in Adult ESL Learners
Intraclass correlations
Reverse Linguistic Stereotyping
| Unique citing works | 79 |
|---|---|
| Citations per year | 1,41 |
| Citation span | 1970 - 2026 (57) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 79 |