Oral Language Proficiency Research Articles

ДОСВІД ОСВОЄННЯ ПРАКТИЧНИХ НАВИЧОК ТА ОСОБЛИВОСТІ ІНДИВІДУАЛЬНОЇ РОБОТИ СТУДЕНТІВ 5 КУРСУ МЕДИЧНОГО ФАКУЛЬТЕТУ НА КАФЕДРІ ВНУТРІШНЬОЇ МЕДИЦИНИ № 3

Мета роботи – вивчити досвід освоєння практичних навичок та особливості організації індивідуальної роботи студентів (ІРС) на кафедрі внутрішньої медицини № 3.Основна частина. Відпрацювання в умовах відділень терапевтичного профілю є дієвим та перспективним методом передачі навчальної інформації шляхом практичних дій. Максимально наближені до реальних умов практичні заняття та позааудиторна робота студентів підвищують їх мотивацію та зацікавленість до самостійного виконання практичних навичок.ІРС − це самостійне освоєння студентом частини навчальної програми, що здійснюється за партнерської участі викладача в її плануванні і оцінці досягнення конкретного результату. При організації ІРС співробітники кафедри внутрішньої медицини № 3 враховують індивідуальні здібності студента, допомагають розкрити його творчий потенціал, кращі якості як майбутнього лікаря-фахівця. Контроль ІРС проводиться шляхом усного опитування та виконання письмових контрольних завдань під час практичних занять, проміжного та поточного контролю. При контролі засвоєння матеріалу при ІРС викладач оцінює не тільки рівень освоєння студентом навчального матеріалу, а і його вміння використовувати отримані знання при постановці діагнозу. Необхідно враховувати чіткість викладу й обґрунтованість відповіді, рівень володіння матеріалом, наявність творчого підходу при ІРС, ступінь уявлення студента про нові медичні технології, знання показань та протипоказань до призначення лікування. Види ІРС, що використовуються при викладанні предмета внутрішньої медицини на кафедрі внутрішньої медицини № 3 ТДМУ студентам п’ятого курсу, – це ІРС на аудиторних заняттях, позааудиторна ІРС, самостійна робота під контролем викладача (індивідуальні заняття з викладачем). Висновок. Організація ІРС сприяє повноціннішому засвоєнню матеріалу та формуванню знань і умінь, що допомагає у підготовці кваліфікованих лікарів європейського рівня.

What is phonological awareness in L2?

Abstract Phonological awareness is widely recognized as an important component of L2 reading. Phonological awareness is also considered a primarily metalinguistic skill not affected by the individual's L2 language proficiency, or by L1-L2 linguistic distance. The current paper takes a different perspective on L2 phonological awareness. It argues that L2 phonological awareness is affected by L2 language-specific factors, and that these factors may be as equally implicated in phonological awareness in L2 as the metalinguistic insight that words may be broken down into phonological units – often considered the hallmark of the phonological awareness construct. In support of this claim, we discuss two types of evidence. The first concerns significant differences between phonological awareness in L1 and L2, as well as a significant correlation between L2 oral language proficiency and phonological awareness in L2. The second concerns linguistic distance and the effect on L2 phonological awareness of phonological differences between L1 and L2. Both pieces of evidence are used to promote the argument that it is important to view phonological awareness in L2 as a two-dimensional construct encompassing a metalinguistic component, which may be metalinguistic in nature and language-independent, and a linguistic component which is language-specific and reflects phonological representations in L2.

The Impact of Raters’ and Test Takers’ Gender on Oral Proficiency Assessment: A Case of Multifaceted Rasch Analysis

The application of Multifaceted Rasch Measurement (MFRM) in rating test takers’ oral language proficiency has been investigated in some previous studies (e.g., Winke, Gass, & Myford, 2012). However, little research so far has ever documented the effect of test takers’ genders on their oral performances and few studies have investigated the relationship between the impact of raters’ gender on the awarded scores to male and female test takers. Thus, this study aimed to address the above-mentioned issue. Twenty English as a Foreign Language (EFL) teachers rated the oral performances of 300 test takers. The outcomes demonstrated that test takers’ gender differences did not have any significant role in their performance differences when they were rated by the raters of the same or opposite gender. The findings also reiterated that raters of different genders did not demonstrate bias in rating test takers of the opposite or same gender. Moreover, no significant difference was observed regarding male and female raters’ biases towards the rating scale categories. The outcomes of the study showed that both male and female raters assign fairly similar scores to test takers. This suggests no evidence based on which either male or female raters must be excluded from the rating process. The findings imply that there is no need to worry about the impact of gender for a more valid and reliable assessment.

Three Theories of the Effects of Language Education Programs: An Empirical Evaluation of Bilingual and English-Only Policies

ABSTRACTWe empirically evaluated three theoretical models—the threshold hypothesis, transfer theory, and time-on-task theory—for educating English language learners (ELLs), with a focus on the role of language factors in explaining achievement differences among ELLs. Participants were 196 sixth graders with Spanish language backgrounds who started learning English in kindergarten and then were continuously enrolled in a U.S. school. Structural equation modeling was used to estimate the extent to which Spanish and English language and literacy—skills that are emphasized differentially in competing theories for educating ELLs—predict academic achievement assessed in English. Results indicated that Spanish literacy, over and above English language proficiency, was substantially predictive of academic achievement, consistent with the transfer theory. This model was a more focused version of the threshold hypothesis, in that the weaker predictor of Spanish oral language proficiency was excluded. Time-on task theory was not supported.

Russian language proficiency of monolingual and Russian–English bi/multilingual children

This paper reports the results of a study investigating the Russian-language proficiency of bi/multilingual (Russian–English [+additional language]) children in Saskatchewan, Canada, as compared to monolingual children in Russia. Very few studies of Russo-English bilingual children’s language performance are available in the Canadian context, and no studies have ever been conducted in Saskatchewan, where input is severely restricted compared to other contexts due to demographic reasons. The major impetus for the study was therefore to determine if in these settings, bi/multilingual children can develop minority language proficiency comparable to that of their monolingual peers in Russia. The methodology employed in the study focuses on the linguistic analysis of audio recordings of a picture description task performed by participants. Oral language proficiency parameters (including vocabulary, fluency, and syntactical complexity) in the speech of the 5–6-year-old bi/multilingual children were compared with the ones produced by a control group (monolingual children) from Russia. The results demonstrate that the oral language proficiency in the bilingual group is on a par with that of the monolingual group. However, reading and writing skills of the bi/multilingual group are less developed than in the control group.

Snap Judgment : Influences of Ethnicity on Evaluations of Foreign Language Speaking Proficiency

Given the important consequences of oral language proficiency tests, it is important to ensure the reliability of the scoring by inter-raters. However, this measure doesn’t identify biases shared by a group of judges, for example, collective bias triggered by stereotypes about the ethnicity of the speaker. Three foreign students (Syrian, Taiwanese, and Brazilian) were recorded reading a text with nine grammatical errors. The recorded texts were assessed by 343 native French speaking university students who were asked to note the errors and overall proficiency in French language. Judges who thought that the first speaker was ‘Arabic’ judged her differently than those who attributed a different origin to her. Based on the perceived ethnic affiliation, stereotypes and social representation could thus be triggered and affect the judgments of foreign language proficiency by untrained judges.

Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context

Oral language proficiency (OLP) is a central facet of foreign language learning. Nevertheless, it is a component that is challenging both to teach and to test (Luoma, 2004). In an effort to optimize these processes, this paper examines the application of the Vygotskian notion of Dynamic Assessment (DA) as a means to prioritize the learning-assessment relationship with a view to enhancing OLP performance and up-scaling DA use for larger groups of learners to match large-scale test contexts. In this study, Israeli high-school students preparing for their matriculation OLP test in EFL, which focuses on the measures of Communicative Ability (fluency) and Accuracy, underwent a single short-term DA mediation session following a pre-test. A teacher-tester administered the mediation to individuals and groups of students as they analyzed a video recording of their pre-tests, equipped with a theoretical scientific-concept-based instrument (SCOBA). Post- and follow-up tests were given to all participants. Findings show that students who underwent DA mediation improved scores in the post- and follow-up tests for both measures, suggesting that this form of DA mediation may have beneficial short and longer-term impact on OLP performance within a large-scale context.

Language anxiety in the immigrant context: Sweaty palms?

Aims and objectives: This is a proof-of-concept study designed to evaluate the level of language anxiety among immigrants by assessing autonomic arousal associated with heritage language anxiety and majority language anxiety among three generations of Turkish immigrants in the Netherlands. It examines the possible relationship between physiology, bilingual speech, language background variables and language anxiety. Design: Two measures of electrodermal activity – skin conductance level (SCL) and skin conductance response (SCR) – were recorded during a video-retelling task in six experimental phases: baseline (2×), free (bilingual) mode (2×), monolingual heritage-language (Turkish) mode, and monolingual majority-language (Dutch) mode. Participants ( n=30) ranked their level of language anxiety after the Turkish monolingual mode and Dutch monolingual mode. A Likert scale-based questionnaire was used to gather information on language background variables (i.e. age of acquisition, oral language proficiency and frequency of language use). Findings: Third-generation bilinguals, to a greater extent than first- and second-generation bilinguals, demonstrated greater autonomic arousal during the Turkish monolingual mode than during the Dutch one. Participants’ SCLs/SCRs in monolingual modes were strongly correlated with their self-reports on heritage and majority language anxiety. Higher levels of SCLs/SCRs in the Turkish monolingual mode were negatively correlated with participants’ Turkish oral proficiency levels and frequency of daily use of Turkish. The correlations between SCLs/SCRs in the Dutch monolingual mode and participants’ Dutch oral proficiency levels and frequency of daily use of Dutch, on the other hand, were low to non-significant. These findings suggest that language anxiety is also related to social and psychological factors, rather than only self-perceived low language proficiency. Implications: The outcome confirms the presence of language anxiety in immigrant contexts. An interdisciplinary approach that applies physiological measures together with social factors and self-reports can shed further light on language anxiety. Originality: The study contributes to a more nuanced understanding of language anxiety in immigrant contexts and provides evidence for the relationship between anxiety, bilingual speech and autonomic arousal.

Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic predictors (phonological awareness, letter knowledge, pseudoword repetition, morphosyntactic comprehension, lexical knowledge and rapid naming) in reading outcomes (fluency, accuracy and comprehension) in a group of bilingual children (n = 30) reading Italian as an L2, compared to a group of monolingual children (n = 56). We ran a multi-group structural equation model. Our findings showed that rapid automatized naming was a significant predictor of reading speed in both groups. However, the study revealed different patterns of predictors for reading accuracy, predictors for monolinguals being LK, phonological awareness and lexical knowledge, while pseudoword repetition was a predictor for bilinguals. Morphosyntactic comprehension was the most significant predictor of comprehension skills in bilingual children. Implications for clinical and educational settings are discussed.

Developing L2 oral language proficiency using concept-based Dynamic assessment within a large-scale testing context

Oral language proficiency (OLP) is a central facet of foreign language learning. Nevertheless, it is a component that is challenging both to teach and to test (Luoma, 2004). In an effort to optimize these processes, this paper examines the application of the Vygotskian notion of Dynamic Assessment (DA) as a means to prioritize the learning-assessment relationship with a view to enhancing OLP performance and up-scaling DA use for larger groups of learners to match large-scale test contexts. In this study, Israeli high-school students preparing for their matriculation OLP test in EFL, which focuses on the measures of Communicative Ability (fluency) and Accuracy, underwent a single short-term DA mediation session following a pre-test. A teacher-tester administered the mediation to individuals and groups of students as they analyzed a video recording of their pre-tests, equipped with a theoretical scientific-concept-based instrument (SCOBA). Post- and follow-up tests were given to all participants. Findings show that students who underwent DA mediation improved scores in the post- and follow-up tests for both measures, suggesting that this form of DA mediation may have beneficial short and longer-term impact on OLP performance within a large-scale context.

DLLs and the development of self-regulation in early childhood

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses DLLs in the early childhood setting and the development of self-regulatory skills. Self-regulation skills have been linked to better indicators of academic achievement than numeracy and literacy. This research describes the differences between DLLs’ behavioral and emotional regulation, which are categorized as impulse control and cognitive regulation. This analysis examines the development of cognitive regulation and impulse control in both DLLs and non-DLLs. Results from an ANOVA of a convenience sample of 63 participants, 32 DLL (English and Spanish) and 31 non-DLL (English) preschool students, were assessed using the Preschool Self-Regulation Assessment (PSRA) and several measures of oral language proficiency. Participants were drawn from a Head Start and Universal Pre-Kindergarten program located in a low SES and culturally diverse district. The result yielded a statistically significant effect, (F(1, 61) = 8.56, p = .005; partial Eta squared = .123) for non-DLLs. ANOVA results suggest differences in cognitive regulation between the two groups. Implications relating to self-regulation, DLLs, culture and classroom practice, as well as policy are further discussed.

Task-based Learning and Language Proficiency in a Business University

This project adds to the growing body of empirical research focusing on the effects of task-based learning (TBL) on second language acquisition. Through the design and implementation of two business English case studies, in which learning was scaffolded through a sequence of tasks, the authors argue that a TBL approach to language teaching more effectively engages students and promotes greater oral language proficiency than traditional approaches. The authors argue that guiding students to utilise and combine their existing knowledge and skills with vocabulary and structures presented in class to solve case study problems has the potential to result in greater student confidence and, subsequently, greater language proficiency. Nevertheless, various factors can significantly reduce the successfulness of TBL in this context, including disparate learner profiles in cultural and business knowledge, life experiences, motivation, as well as constraints in terms of time and institutional assessment.

THE DEVELOPMENT OF CLASSROOM POLICIES THROUGH DISCUSSION BETWEEN TEACHERS AND STUDENTS

Abstract This article presented the result in the interview and discussion between teacher and students aimed at revealing students’ perception on the previous course program. Of the interview and discussion, it was observed that the previous program was not conducted optimally in term of knowledge and oral language proficiency development where the students perceived it was very important. In order to bridge the gap, discussion was arranged. As a result, mutual agreement between the teacher and the students was achieved. In order to materialize the goal of learning both the teacher and the students agreed upon: 1) using English as a medium of communication during the learning program, 2) learning activities were conducted through presentation and discussion, 3) it was highly expected that students came to the class on time, tolerance for late comers would only be 10 minutes, 4) it was highly required that students met 75% of attendance at minimum, in order to participate in the final exam, 5) Assignment must be submitted punctually based on the schedule, 6) students were endorsed to actively participate in the learning activities.Keywords: classroom policies, discussion, speaking proficiency, knowledge development

An Exploration of the Relationship between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery

<p>The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas & Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.</p>

An inquiry into the efficiency of WhatsApp for self‐ and peer‐assessments of oral language proficiency

AbstractSocial networking applications such as WhatsApp have been extensively used for language research; however, they have rarely been applied for language assessment purposes. To explore the efficiency of WhatsApp for assessment purposes, 30 Iranian English learners doing self‐ and peer‐assessments on WhatsApp are studied. The changes and the reasons for the changes in their attitudes towards the two assessment types are also investigated. In a multi‐phase study, the participants were trained on the new concepts of mobile‐assisted self‐ and peer‐assessments. They were also involved in the concurrent tasks of self‐ and peer‐assessments as well as think‐aloud protocols and filled out four attitude questionnaires before and after their involvement in the two assessment types. Finally, they were interviewed for the reasons of change(s) in their attitudes. The t‐test and think‐aloud results show that though the participants assigned different grades to themselves and their peers, this is not a procedural difference. The questionnaire results show that the participants generally adopted negative attitudes towards mobile‐assisted assessments after being involved in them. They also gave various reasons for the change(s) in their attitudes. The results can substantially contribute to the ongoing debates on the use of alternative assessments through mobile device applications.

The Long-Term English Language and Literacy Outcomes of First-Generation Former Child Immigrants in the United States

Background/Context Children from Asian ethnic backgrounds currently constitute the second largest group of child immigrants in the United States. Although stereotyped as model minority students due to their academic and economic success, studies have revealed that many Asian immigrant students struggle in school. Research has also shown that, compared to child immigrants from an Indo-European language background such as Spanish and French, Asian child immigrants experience more challenges in learning English as a second language (L2) due to greater cross-linguistic differences. However, little is known about the long-term English language outcomes of first-generation Asian child immigrants. Purpose/Objective The present study examines the effects of learner-level and input-level factors on first-generation Asian child immigrants’ long-term English outcomes. Research Design Data for the current study are selected from a larger correlational and cross-sectional study that examined the effect of the age of arrival variable on Chinese immigrants’ English L2 outcomes. We used two criteria to select participants from the larger study: (1) those who had arrived in the United States between the ages of 5 to 18 (to qualify as a “child immigrant”), and (2) those who had resided in the United States for at least 10 years (to examine long-term outcomes). These criteria resulted in the current sample of 69 participants. The English language proficiency data include participants’ phonological production ratings, performances on a grammaticality judgment task, and their self-ratings of English proficiency in listening, speaking, reading, and writing. Conclusions/Recommendations The current study showed a complex interplay of factors affecting former child immigrants’ English L2 acquisition. Although age of arrival played a critical role in their L2 learning outcomes, it exerted varying degrees of influence by L2 domain. Age of arrival was a strong predictor of L2 phonological production, grammar knowledge, and oral language proficiency, but not literacy skills. L2 input, language learning aptitude, and child immigrants’ affective status also contributed to their L2 outcomes, and carried more weight than age of arrival. We interpreted the results to be in line with the multiple sensitive period hypothesis in developmental psycholinguistics research. The results also suggested that literacy is not susceptible to age-related effects in the same way in which oral language and more specifically the phonological and syntactic systems are. Literacy as a cultural construct rather than a biologically unique human system is intensively taught throughout the school years and curriculum. Malleable factors, such as instruction and reading strategies, are thus perhaps more important in determining child immigrants’ long-term literacy outcomes.

Silent Reading Fluency and Comprehension in Bilingual Children.

This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension.

The Effect of Explicit Affective Strategy Training on Iranian EFL learners’ Oral Language Proficiency and Anxiety Reduction

The current study aimed at investigating the possible effects of explicit teaching of affective strategies on Iranian EFL learners’ oral language proficiency and the extent of their anxiety in EFL classroom. First, PET test was administered to a total number of 120 female third grade high school EFL students. Then, 60 participants whose score fell within the range of + 1 SD from the mean score were selected for the main study. Next, they were randomly assigned into two groups (one control and one experimental). The design of the study was Experimental comparison-group plan. Foreign Language Classroom Anxiety Scale adopted from Horwitz (1986) was used to examine the EFL learners’ anxiety level in English class. Moreover, two equivalent oral tests adopted from Heaton (1975) were administered to the participants of the two groups both at the beginning and at the end of the study served as pre and post-tests. The treatment for the experimental group included Oxford's (1990) taxonomy of affective strategies, which included explicit affective strategy instruction (in relaxation, music, visualization, humor, positive self-talk, risk-taking, and monitoring emotions). The control group did not receive any special instruction in terms of affective strategies. To investigate the possible effects of explicit affective strategy use instruction on the participants’ oral language proficiency and their anxiety level, the pre and posttests of oral tests and the participants’ self-reports of anxiety control in both groups were analyzed and compared. The results of independent samples T- test indicated that while the two groups were homogeneous in terms of oral proficiency and level of anxiety control before introducing the treatment, the experimental group performed better than the control group in the oral post-test. Moreover, the level of anxiety control for the experimental group was significantly different and higher than that of the control group. The results confirm the positive effects of affective strategy instruction on oral language proficiency. The findings of this study provide a greater understanding of affective strategy use among Iranian EFL learners. This study might also have some implications for material developers to consider strategy use in materials development. Keywords: affective strategies, explicit strategy training, language anxiety

Oral narrative retelling among emergent bilinguals in a dual language immersion program

ABSTRACTOral narrative retelling is a complex linguistic and cognitive task that has been shown to map onto reading fluency and comprehension. Therefore, it is important to understand oral retelling skill, especially among emergent bilingual children – those who are learning two languages simultaneously. In this article, exploratory quantitative and qualitative findings from a study investigating the bilingual narrative retelling abilities of young heritage Spanish-speaking emergent bilingual children are reported. Kindergarten, first, and second grade children (N = 65) were assessed in each language separately using comparable wordless picture books, and their performance within and across languages was investigated. Two findings emerged: (1) children’s performance on retelling was significantly related across languages; but (2) individual children exhibited different patterns of bilingual strengths and challenges. These findings underscore the value of conducting academic oral assessments in both languages. In particular, the oral language proficiency of some children would be underestimated if their performance in only one language was considered. Implications for instruction and assessment are discussed.

Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background

Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children’s oral language proficiency in their first and second language with the school outcomes of early literacy ( k = 41), reading ( k = 61), spelling ( k = 9), mathematics ( k = 9), and academic achievement ( k = 9). Moderate to strong within-language relations were found for all school outcomes (.22 < r < .43), and cross-language relations for early literacy and reading (.12 < r < .22). Within-language relations were stronger than cross-language relations (.14 < d < .35). Only 6 out of 96 moderator effects tested were significant. Based on our findings, we propose a task-dependent bidirectional transfer hypothesis: The strength of cross-language transfer depends on the type of language proficiency task and the type of school outcome. Stimulating oral language proficiency in both languages can be a key factor in improving school outcomes of bilingual immigrant background children.