Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage-Based Perspective,Tesol Quarterly

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Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage-Based Perspective
Tesol Quarterly ( IF 3.0 ) Pub Date : 2022-01-18 , DOI: 10.1002/tesq.3103
Yuichi Suzuki ₁ , Masaki Eguchi ₂ , Nel Jong ₃

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In this task-repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English-as-a-foreign-language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: Prompt A-B-C, Day 2: A-B-C, Day 3: A-B-C). From a usage-based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., “bicycle”] and trigram [e.g., “behind the bicycle”]) and abstract (parts of speech trigram [e.g., “preposition determiner noun”]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during-training and pretest–posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid-clause pauses) after the intervention, albeit with higher effort (indicated by longer mid-clause and clause-final pauses). Taken together, these findings indicate that manipulating task-repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels.

中文翻译：

结构的重用是否促进了任务重复中的流畅性发展？基于使用的观点

在这项任务重复干预研究中，分析了 L2 学习者对语言结构的重用，以调查在同一任务重复过程中对特定结构的反复依赖在多大程度上预测了流畅性的发展。英语作为外语 (EFL) 学习者在两种任务重复计划下每天执行三次口头叙述任务：阻塞（第 1 天：提示 AAA，第 2 天：BBB，第 3 天：CCC）与交错（第 1 天）：提示 ABC，第 2 天：ABC，第 3 天：ABC）。从基于使用的角度来看，他们在同一提示中重复使用结构在具体（词汇一元组 [例如，“自行车”] 和三元组 [例如，“自行车后面”]）和抽象（词性三元组 [例如，“介词限定词名词”]) 级别。随后的分析表明，与交错练习相比，分块练习导致了对具体和抽象结构的更高重用。重用频率与训练期间和测试前-测试后的流畅度变化相关。特别是，在交错练习期间更多地重用词汇和抽象三元组导致干预后速度和分解流畅性（即平均音节持续时间更短和中间子句停顿更少）的提高，尽管需要更高的努力（由更长的中间子句和子句结尾的停顿）。综上所述，这些发现表明，操纵任务重复计划可能会系统地诱导语言结构的重用，这可能会促进结构知识在具体和抽象层面的程序化（巩固）。

更新日期：2022-01-18

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