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ERIC Number: EJ1083905
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1913-9020
The Relationship between WTC and Oral Proficiency Measurements in the Study Abroad Context
Robson, Graham G.
International Education Studies, v8 n12 p56-69 2015
Theories of second language acquisition such as the Interaction Hypothesis (Long, 1996) and Pushed Output Hypothesis (Swain, 1995) emphasize that learners must actually communicate in order to bring about the conditions for language acquisition. Learners who are more willing to communicate may create more opportunities for interaction, and thereby possibly improve their spoken proficiency. In L2 research fluency, accuracy and complexity have been used to extensively measure spoken output. This study uses qualitative and quantitative methods to investigate a largely under-researched area: whether there is a relation between fluency, accuracy and complexity, task engagement, and measures of willingness to communicate and actual learner communication and how these change for a group of 23 high-proficiency mainly Asian L2 English learners on a nine-week academic preparation course at a university in England.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: International English Language Testing System