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Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency

Tavakoli, P. (2016) Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54 (2). pp. 133-150. ISSN 1613-4141

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To link to this item DOI: 10.1515/iral-2016-9994

Abstract/Summary

The study reported in this paper challenges current models of measuring second language fluency by comparing monologic versus dialogic task performance, and providing a novel insight into the measurement of the interactive aspects of dialogic performance. The data that constitute 35 monologic and dialogic task performances from second language learners were coded using a battery of established measures known to tap different aspects of fluency, and subjected to statistical analysis to test for overlaps or differences. Interactive aspects of fluency in dialogue, e.g. interruptions, overlap and unclaimed between turn pauses were also investigated to compare with common measures of monologic speech. While the results confirm previous research findings suggesting that performance is in general statistically more fluent in a dialogue in terms of speed, length of pause and repair measures, they indicate that performances in the two modes are not different in terms of number and location of pauses.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism (CeLM)
Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:65770
Publisher:De Gruyter

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