Investigating the Declarative-Procedural Gap for the Indirect Speech Construction in L2 Learners.

Abstract

It is common to have good declarative but poor procedural knowledge of a foreign language, especially for classroom learners. To study this gap in a constrained manner, we asked Chinese learners of English to repeat, correct and produce indirect speech. The indirect speech construction was selected in the present study because it is known to be a particularly complex construction. Chinese university students who all had good declarative knowledge of the rules governing indirect speech were selected to have overall low or high oral proficiency when assessed in a free speech situation. High proficiency participants pursued strategies that increased their speech rate while reducing errors. They used more idiomatic English, more chunked expressions, and showed less negative transfer from Mandarin, compared to low proficiency participants. Indeed use of chunks was the primary means by which both groups of participants were able to increase their accuracy, complexity, and speaking rate. Low proficiency but not high participants showed evidence of a speed-accuracy trade-off. They either kept errors low at the cost of high pausing, or produced many errors with the benefit of rapid speech. Identifying preferences for speed versus accuracy could facilitate methods for encouraging learners to move out of their comfort zones.