Download Cognitive Bases of Second Language Fluency by Norman Segalowitz PDF

By Norman Segalowitz

Winner of the 2011 Kenneth W. Mildenberger Prize

Exploring fluency from a number of vantage issues that jointly represent a cognitive technology point of view, this booklet examines learn in moment language acquisition and bilingualism that issues to promising avenues for figuring out and selling moment language fluency. Cognitive Bases of moment Language Fluency covers crucial issues similar to devices of study for measuring fluency, the relation of moment language fluency to normal cognitive fluidity, social and motivational individuals to fluency, and neural correlates of fluency. The writer presents transparent and obtainable summaries of foundational empirical paintings on speech creation, automaticity, lexical entry, and different problems with relevance to moment language acquisition theory. Cognitive Bases of moment Language Fluency is a important reference for students in SLA, cognitive psychology, and language instructing, and it may additionally function a fantastic textbook for complex classes in those fields.

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398). Rather, his goal was simply to identify the critical overt manifestations of fluency. 2 in Chapter 1 and marked as ƒ1 through ƒ4, Lennon nevertheless did not directly address the links that might exist between cognition and oral fluency. indd 30 5/10/2010 12:13:06 PM Measuring L2 Oral Fluency 31 much more pragmatic, namely, to identify a set of quantifiable indicators that could be useful in assessing how learners improve their fluency over time. Such indicators would make it possible to systematically explore the basis of teachers’ and others’ subjective assessments of fluency.

The action of figuring out how to build correct construal information into the message, given one’s limitations, might have a negative impact on fluency, for example, by slowing down the formulation of the preverbal message. This point of possible vulnerability to dysfluency is represented in the figure by {ƒ1} at the microplanning level. The output of microplanning is a preverbal message. This preverbal message can be thought of as a conceptual structure that can be implemented in words but which has not yet been formulated in words.

Such indicators would make it possible to systematically explore the basis of teachers’ and others’ subjective assessments of fluency. It would also make it possible to study how some speakers use fluent delivery to direct listeners’ attention away from weaknesses in other aspects of their speech (p. 391), including accent, grammatical accuracy, and aspects of their discourse (see also Kormos, 2006, Chapter 7, for a more extensive review of this topic). Lennon’s (1990) study involved only four participants—female German-speaking students who spoke English as a foreign language and who were in England for the purpose of improving their L2 skills.

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