This longitudinal study examines the effects of a pre‐study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency—planning time and speech rate—along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental group was assessed at three points: before instruction (T1), after 2 weeks of instruction (T2), and post‐SA (T3). A non‐instructed control group that participated in the SA period provided baseline data. Both groups demonstrated improved fluency after the SA period, with the experimental group showing superior performance in planning time, speech rate, and duration of response. The greatest reduction in between‐group differences occurred at T2 and persisted over time. These findings highlight that combining targeted instruction with exposure is highly effective, with L2 contact strongly correlating with overall fluency gains.

中文翻译：

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通过教学干预和出国留学培养第二语言普通话流利度：规划时间、语速和反应持续时间


这项纵向研究考察了出国留学前 （SA） 教学干预和随后的 SA 经历对第二语言 （L2） 普通话流利度的影响。它探讨了口语流利度的两个时间方面——计划时间和语速——以及一个性能衡量标准，即反应持续时间。此外，L2 联系人数据作为补充变量包含在分析中。实验组在 3 个时间点进行评估： 教学前 （T1） 、教学 2 周后 （T2） 和 SA 后 （T3）。参与 SA 期的非指导对照组提供了基线数据。SA 期后，两组都表现出流利度的提高，实验组在计划时间、语速和反应持续时间方面表现出优异的表现。组间差异的最大减少发生在 T2 并随着时间的推移而持续。这些发现强调，将有针对性的教学与接触相结合是非常有效的，L2 接触与整体流利度的提高密切相关。