Abstract
Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.
Highlights
For many years, researchers have investigated non-native learners under the cover term of second language learners
A growing body of research has been conducted to distinguish between the two fields of L3 and L2 acquisitions [1, 2]. erefore, a number of studies have made a comparison between monolinguals and bilinguals in learning a foreign language [3,4,5,6,7,8,9,10]
To account for the lack of certainty and confidence regarding the aforementioned issues, the present study aimed to investigate the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns
Summary
Researchers have investigated non-native learners under the cover term of second language learners. Erefore, a number of studies have made a comparison between monolinguals and bilinguals in learning a foreign language [3,4,5,6,7,8,9,10]. Ese definitions of bilingualism cannot distinguish between someone who may speak two languages, but only read and write in one (or none), as opposed to someone who may listen with understanding and reading in a language—what is termed “passive bilingualism”—but may not be able to speak or write in it [14]. Education Research International indicator of bilingualism is the degree of proficiency that an individual has in each language [15]. E present study aims to investigate the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns. This study compares pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
