The Effects of Proficiency Level and Dual-Task Condition on L2 Self-Monitoring Behavior

Autor/inn/en	Albarqi, Ghadah; Tavakoli, Parvaneh
Titel	The Effects of Proficiency Level and Dual-Task Condition on L2 Self-Monitoring Behavior
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 1, S.212-233 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albarqi, Ghadah) ORCID (Tavakoli, Parvaneh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000146
Schlagwörter	Task Analysis; Metacognition; Second Language Learning; Second Language Instruction; Language Proficiency; English (Second Language); Females; Pictorial Stimuli; Oral Language; Narration; Error Correction; Phrase Structure; Language Fluency + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Fantasieanregung; Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; Phrasenstruktur
Abstract	The current study examined the effects of task condition (TC; single vs. dual) and proficiency level (PL) on self-monitoring of second language (L2) speakers. Data were collected from sixty-six female L2 learners of English performing two speaking tasks under two task conditions. While performance in the single-task condition involved only narrating a picture-based oral narrative, the dual-task condition involved performing the same oral narrative as well as a secondary task. Factor analysis, MANOVA, and two-way ANOVAs were used to examine the effects of PL and TC on a range of self-monitoring measures. The results indicated that the higher proficiency learners made significantly fewer filled pauses, repetitions, and hesitations, and a higher ratio of error correction and error-free clauses than the lower proficiency learners. These results suggest that with the development of proficiency L2 learners' performance becomes more fluent, and a more active and effective monitoring process seems to be at work. Compared to the single-task condition, performance in the dual-task condition led to significantly more repetitions implying the increased demand of TC triggers more dysfluency. These results are discussed in relation to the L1 monitoring models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01