A Comparison between the Occurrence of Pauses, Repetitions and Recasts under Conditions of Face-to-Face and Computer-Mediated Communication: A Preliminary Study (original) (raw)
Related papers
The frequency of hesitational phenomena, such as Filled Pauses (FP) are inversely correlated to the perceived fluency of L2 learners (e.g., DERWING; ROSSITER; MUNRO; THOMSON, 2004; LENNON, 1990; ULLAKONOJA, 2008). The current study investigated the production of these FPs by 66 naive Spanish L2 learners with an L1 of English in two types of oral tasks and compared their frequency in regard to task type and whether they participated in Face-to-Face or Telecollaboration (Teletandem) communicative dyads. Results indicate that while the medium of the tasks did not impact fluency, the task type did.
2020
Conversation Analysis (CA) as one of the discourse branches has been developed to investigate both verbal and non-verbal communication. This study is a kind of qualitative study and belongs to ethnomethodological research since the data were involved and analyzed based on the real-life conversation and social action between the participants. This study examines when gaps, overlaps, and pauses happen to teachers and students while they communicate using English language and how gaps, overlaps, and pauses signify the process of English language learning. From the data collected, the writer found that the average occurrence of gaps and pauses happened from the students. This study examines that some students were hesitant to respond the teachers since they were not fluent enough in speaking foreign language and mastering English’s vocabulary. Other than that, the overlap in talk happened when both teachers and students talk at the same time. In this study, the writer explained three cases happened in the classroom of the production of overlap from either students or teachers. Keyword: Conversation Analysis, Gaps, Overlaps, Pauses
Middle-East Journal of Scientific Research, 2013
Perceptions of corrective feedback (CF) and different forms of giving these kinds of feedback have been on constant change throughout the history of second language acquisition (SLA). According to [1], grammar instruction can be effectively materialized by giving corrective feedback on learner's errors while performing some communicative task. The current study was a new endeavor in revisiting the question of comparative effectiveness of two kinds of corrective feedback, recasts and prompts, with targeting new grammatical forms and using the affordances of computer-mediated communication (CMC). Thirty postgraduate students from Iran studying in non-English majors at Universiti Putra Malaysia (UPM) were involved in this study. They were randomly assigned to one of two treatment conditions (corrective feedback in the form of recasts and corrective feedback in the form of prompts) and the control group. During 4 online one-hour text-based chat sessions through Yahoo messenger, participants were given corrective feedback (recasts and prompts) while control group did not receive any kind of feedback. Findings of the study indicated that using both recasts and prompts through computer-mediated communication was effective for learning grammar. Results also showed that groups receiving feedback in the form of prompts outperformed their counterparts in the recast group. Findings of the study bear implications for different lines of research and practice in ESL/ EFL.
A Review of Pauses and Silence in Communication
International Journal of Research -GRANTHAALAYAH, 2017
Communication is very significant in any language for sharing ideas, thoughts and feelings. Though it is widely taught as an education discipline world over but, it doesn’t have same form and style in all the places and life of persons. Through this research paper, we are describing the different perspective of communication and their significance. In the organizations, it is called as the base of business and in normal life; it is the medium of sharing our feeling. Whether we are form different regions, know different languages but the act of communicate enable us to understands each other. Its style may vary in men and women but it is equally important for both of them. Without communication we can’t even think of our existence. It is a medium of exploring the world. It has strong power of healing the wounds of heart. Soft speakers are always welcomed by all. Through the best communication skills, one can reach the heights of success. It is the power of a leader. The main aim of w...
THE IMPACT OF TEXT-BASED ONLINE CHAT ON ORAL FLUENCY AND GRAMMATICAL ACCURACY
New Trends in Learning and Teaching Speaking Skills. Cambridge Scholars. , 2024
The aim of this paper is to present a study that has been carried out in order to determine the impact of using online written chat in oral fluency and grammatical accuracy in advanced learners of Spanish as a foreign language. Based on complexity theory and taking into account cognitive, neurological and psychological approaches to language learning and acquisition, the study explores two main questions: On the one hand, whether the use of written online chat improves oral fluency and accuracy and, on the other hand, whether online written chat favored noticing, collaboration and scaffolding according to a constructivist conception of learning. In order to do address the first question, students participated in a written online chat prior to assessed face-to-face (FTF) debates. Participation in written chats was organized in alternate weeks so that marks obtained by individual students for oral fluency and accuracy in FTF after prior rehearsal in written chat and without prior rehearsal could be compared. The second research question has been explored through analysis of the transcripts of the online written chats. The study found that marks obtained for oral fluency and grammatical accuracy were slightly higher in those weeks in which students had taken part in online written chats before the FTF debate. As far as the analysis of chat conversations is concerned, the study shows different instances of collaboration and noticing of complex structures in the transcripts of the chats.
An Exploratory Study of Pauses in Computer-Assisted
2014
The advance of computer input log and screen-recording programs over the last two decades has greatly facilitated research into the writing process in real time. Using Inputlog 4.0 and Camtasia 6.0 to record the writing process of 24 Chinese EFL writers in an argumentative task, this study explored L2 writers' pausing patterns in computerassisted writing settings and how their pausing patterns related to writing time allocation, writing fluency, and text quality. Results suggest that while the skilled writers allocated significantly less time to the prewriting stage, they paused significantly longer yet less frequently than the less-skilled group in this stage; however, the two groups displayed no significant difference in pause frequency or duration in the composing stage. Text quality was found to correlate positively with prewriting pause duration and writing fluency but negatively with the prewriting time. Web search and dictionary use were identified as important extra writing activities that gave rise to the observed time allocation and pausing patterns. These findings suggest that computer-assisted L2 writing has features distinct from pen-and-paper writing and that L2 writers need to be informed of how to coordinate and regulate writing resources in an electronic environment.
Pauses and hesitation phenomena in second language production
ITL - International Journal of Applied Linguistics, 2000
This article focuses on the study of pauses in second language production by analysing the frequency of silent and filled pauses and their functions. It also examines the combination of pauses and other hesitation phenomena in second language production and it explores the relationship between pauses and language proficiency. The results confirm that pauses and hesitations are frequent phenomena in second language production and the individual variation in their occurrence. It was also found that pauses are often associated with other hesitation phenomena and that filled and silent pauses can have the same functions.