Language：English   Publishing type：Research paper (scientific journal)

This study examines the grammatical errors in Japanese university students’ dialogues over an academic year. The L2 interactions of 15 Japanese speakers were taken from the JUSFC2018 corpus (April/May 2018) and the JUSFC2019 corpus (January/February 2019). The corpora were based on a self-introduction monologue and a three-question dialogue; however, this study examines the grammatical accuracy found in the dialogues. Research questions focused on a possible significant difference in grammatical accuracy from the first interview session in 2018 and the second one the following year, specifically regarding errors in clauses per 100 words, the frequency of global errors and local errors, and the five most frequent kinds of errors. Results showed that error-free clauses/100 words decreased slightly from 8.78 clauses to 7.89, while clauses with errors/100 words increased by nearly one clause, from 3.16 to 4.05 clauses. Global errors showed a remarkable decline from 22 to 15, but local errors increased from 76 to 112. A t-test confirmed there was not significant difference between the two speech corpora in regard to global and local errors. The five most frequent errors were (a) lexical phrasing (71), (b) article omissions (41), (c) plural errors (19), (d) preposition omissions (19), and (e) verb usage (9). This data highlights the difficulty in having students self-edit themselves.

DOI： 10.37546/JALTTLT45.2-2

Other Link： https://jalt-publications.org/articles/26374-mirage-progress-longitudinal-study-japanese-students%E2%80%99-l2-oral-grammar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Oral fluency is one of the more difficult variables to track and to measure in L2 speech. This paper reports onan empirical study to identify how fluency in both monologues and dialogues changes over three ranges of proficiencyas marked by the TOEIC standardized test. Twenty-seven Japanese students were asked to give a self-introductionmonologue, which was then followed by a three-question dialogue. Based on the TOEIC scores of these participants,three groups were formed, with the first group having scores that ranged from 150 to 370, the second from 371 to 570,and the third from 571 to 770. The interactions were videotaped and transcribed with the transcriptions making up theJapanese University Student Fluency Corpus (JUSFC2018), which has 23,539 words. Research questions focused onsignificant differences among the three groups concerning the variables of monologue speaking time, dialogue speakingtime, total speaking time, articulation rate, speaking rate, and the number of words spoken, and mean length runs.Results showed that for the first two proficiency groups monologue speaking time, speaking rates, and the number ofwords spoken showed significant differences, whereas in comparing the second and third proficiency groups, no signifi-cant differences were found. Furthermore, fluency showed a decrease on all variables with the highest proficiency group.

DOI： 10.20469/ijhss.5.20001-6

Kyutacar

Other Link： https://kkgpublications.com/wp-content/uploads/2020/05/ijhss.5.20001-6.pdf

Language：English   Publishing type：Research paper (international conference proceedings)

Hong Kong   2019.11.08  -  2019.11.10

Kyutacar

Language：English   Publishing type：Research paper (international conference proceedings)

Hungary   Budapest   2018.07.24  -  2018.07.27

Kyutacar

Other Link： http://universitypublications.net/proceedings/1102/pdf/B8T107.pdf

Language：English   Publishing type：Research paper (scientific journal)

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Language：English   Publishing type：Research paper (scientific journal)

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Language：English   Publishing type：Research paper (scientific journal)

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (other academic)

Kyutacar

Language：English   Publishing type：Research paper (scientific journal)

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)

Kyutacar

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)

Kyutacar

Language：Japanese   Publishing type：Research paper (other academic)

Language：Japanese   Publishing type：Research paper (scientific journal)

Event date： 2019.10   Language：English  

As teachers we often assume that our students are making progress, if not tremendous progress from our instruction and materials; this longitudinal study examines the reality of how students’ L2 fluency changes over an academic year. In
April and May 2018, 23 Japanese students gave a self-introduction monologue that was followed with a three-question dialogue, which was repeated again in early 2019. L2 interactions by Japanese speakers were based on the JUSFC2018 corpus and the JUSFC2019 corpus. Fluency variables involved monologue and dialogue speaking time, total speaking time, articulation rate, and speaking rates. Acoustic dysfluency variables were micropauses, crosstalk pausing, monologue silence, dialogue silence, percentage of silence, and the length of pauses. Lexical fluency had three variables: mispronounced words, word fragments, and use of L1. Syntactical dysfluency had 6 variables: abandoned sentences, retracing, repetition, mean length runs, number of words, and meaningless syllables. Research questions related to significant differences in fluency and dsyfluency variables, and which variable showed the most and least progress. Descriptive statistics showed mixed results showed with fluency variables showing more cases of increased dysfluency (52 over 49). Acoustic dysfluency also worsened over the year with (61 cases over 40) while lexical and syntactical dysfluency showed marginal improvements. T-tests showed no significance for all variables except for the length of pausing. This data highlights the difficulty of L2 teachers of bringing about significant progress in conversational competency and fluency.

Event date： 2019.02.23 - 2019.02.24   Language：English  

Event date： 2018.07.24 - 2018.07.27   Language：English  

Audience： General

Type：Seminar, workshop

Audience： General

Type：Seminar, workshop