Oral reading tasks as proficiency indicators: Insights from a learner corpus study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F23%3A10472001" target="_blank" >RIV/00216208:11210/23:10472001 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=YRRAMpgx_6" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=YRRAMpgx_6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1075/ijlcr.22013.gra" target="_blank" >10.1075/ijlcr.22013.gra</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Oral reading tasks as proficiency indicators: Insights from a learner corpus study

Popis výsledku v původním jazyce

This study aims to explore the potential of oral reading tasks to establish learners&apos; proficiency when compiling learner corpora. Informed by research on oral reading fluency, we selected a text containing a variety of linguistic features and submitted it to 68 English learners in Taiwan, who were interviewed for the construction of a large spoken corpus of L2 English across proficiency levels. Their proficiency was rated by trained Common European Framework of Reference (CEFR; Council of Europe, 2001, 2018, 2020) raters and ranged from A1 to B2. The performances in the reading passage were analyzed for reading rate and reading disfluencies. The relationship between reading measures and language scores was analyzed using spine plots, revealing a strong association between reading rate and language level. The number of disfluencies did not show a significant association with language level when all disfluencies were counted together. However, when different types of disfluencies were treated separately, false starts were found to be associated with language level (even though the relationship was less clear than the one reported between reading rate and language level). The study demonstrates that including a carefully selected reading passage among the tasks when compiling spoken learner corpora may be an efficient way of collecting data relating to learner performance in speech.

Název v anglickém jazyce

Oral reading tasks as proficiency indicators: Insights from a learner corpus study

Popis výsledku anglicky

This study aims to explore the potential of oral reading tasks to establish learners&apos; proficiency when compiling learner corpora. Informed by research on oral reading fluency, we selected a text containing a variety of linguistic features and submitted it to 68 English learners in Taiwan, who were interviewed for the construction of a large spoken corpus of L2 English across proficiency levels. Their proficiency was rated by trained Common European Framework of Reference (CEFR; Council of Europe, 2001, 2018, 2020) raters and ranged from A1 to B2. The performances in the reading passage were analyzed for reading rate and reading disfluencies. The relationship between reading measures and language scores was analyzed using spine plots, revealing a strong association between reading rate and language level. The number of disfluencies did not show a significant association with language level when all disfluencies were counted together. However, when different types of disfluencies were treated separately, false starts were found to be associated with language level (even though the relationship was less clear than the one reported between reading rate and language level). The study demonstrates that including a carefully selected reading passage among the tasks when compiling spoken learner corpora may be an efficient way of collecting data relating to learner performance in speech.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Learner Corpus Research

ISSN

2215-1478

e-ISSN

2215-1486

Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

25

Strana od-do

155-179

Kód UT WoS článku

001159946100003

EID výsledku v databázi Scopus

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