The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to complete a test of pronunciation proficiency and a pronunciation strategies inventory at the beginning and end of a 10-week speaking class in which they were enrolled. The pre and post pronunciation tests were rated and pronunciation proficiency gains in global foreign accent, fluency, comprehensibility and accuracy were compared to both Pimsleur test scores and use of pronunciation strategies before and after training. Results indicated that general language aptitude did not predict pronunciation gains regardless of type of setting (ESL or EFL), but that auditory aptitude may be linked to pronunciation proficiency. Analyses revealed that specific pronunciation strategies were strong predictors of pronunciation gain for comprehensibility and accuracy gains. The findings for this study suggest that pronunciation strategies seem to play a bigger role in pronunciation improvement than language aptitude and are effective in both ESL and EFL settings.

Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The assessment of oral proficiency forms an important part of learning a second language. However, the manual assessment of oral proficiency is a labour intensive task requiring specific expertise. An automatic assessment system can reduce the cost and workload associated with this task. Although such systems are available, they are typically aimed towards assessing students of American or British English, making them poorly suited for speakers of South African English. Additionally, most research in this field is focussed on the assessment of foreign language students, while we investigate the assessment of second language students. These students can be expected to have more advanced skills in the target language than foreign language speakers. This thesis presents a number of scoring algorithms for the automatic assessment of oral proficiency. Experiments were conducted on a corpus of responses recorded during an automated oral test. These responses were rated for proficiency by a panel of raters based on five different rating scales. Automatic scoring algorithms were subsequently applied to the same utterances and their correlations with the human ratings determined. In contrast to the findings of other researchers, posterior likelihood scores were found to be ineffective as an indicator of proficiency for the corpus used in this study. Four different segmentation based algorithms were shown to be moderately correlated with human ratings, while scores based on the accuracy of a repeated prompt were found to be well correlated with human assessments. Finally, multiple linear regression was used to combine different scoring algorithms to predict human assessments. The correlations between human ratings and these score combinations ranged between 0.52 and 0.90. / AFRIKAANSE OPSOMMING: Die assessering van spraakvaardigheid is ’n belangrike komponent van die aanleer van ’n tweede taal. Die praktiese uitvoer van sodanige assessering is egter ’n arbeids-intensiewe taak wat spesifieke kundigheid vereis. Die gebruik van ’n outomatiese stelsel kan die koste en werkslading verbonde aan die assessering van ’n groot aantal studente drasties verminder. Hoewel sulke stelsels beskikbaar is, is dit tipies gemik op die assessering van studente wat Amerikaanse of Britse Engels wil aanleer, en is dus nie geskik vir sprekers van Suid Afrikaanse Engels nie. Verder is die meerderheid navorsing op hierdie gebied gefokus op die assessering van vreemde-taal sprekers, terwyl hierdie tesis die assessering van tweede-taal sprekers ondersoek. Dit is te wagte dat hierdie sprekers se spraakvaardighede meer gevorderd sal wees as di´e van vreemde-taal sprekers. Hierdie tesis behandel ’n aantal evaluasie-algoritmes vir die outomatiese assessering van spraakvaardighede. Die eksperimente is uitgevoer op ’n stel opnames van studente se antwoorde op ’n outomatiese spraaktoets. ’n Paneel van menslike beoordelaars het hierdie opnames geassesseer deur gebruik te maak van vyf verskillende punteskale. Dieselfde opnames is deur die outomatiese evaluasie-algoritmes verwerk, en die korrelasies tussen die beoordelaars se punte en die outomatiese evaluerings is bepaal. In kontras met die bestaande navorsing, is daar gevind dat posterieure waarskynlikheidsalgoritmes nie ’n goeie aanduiding van spraakvaardighede gee vir ons datastel nie. Vier algoritmes wat van segmentasies gebruik maak, is ook ondersoek. Die evaluerings van hierdie algoritmes het redelike korrelasie getoon met die punte wat deur die beoordelaars toegeken is. Voorts is drie algoritmes ondersoek wat daarop gemik is om die akkuraatheid van herhaalde sinne te bepaal. Die evaluerings van hierdie algoritmes het goed gekorreleer met die punte wat deur die beoordelaars toegeken is. Laastens is liniˆere regressie gebruik om verskillende outomatiese evaluerings te kombineer en sodoende beoordelaars se punte te voorspel. Die korrelasies tussen hierdie kombinasies en die punte wat deur beoordelaars toegeken is, het gewissel tussen 0.52 en 0.90.

The purpose of this research was to develop and test a three-section cloze test of English proficiency and to norm it for use as a means of level placement. The study sample consisted of ESL students at Brookhaven Community College and the Intensive English Language Institute of North Texas State University, as well as a group of native speakers. Four types of statistical analysis were used: analysis of variance, Pearson product-moment correlations, a t-Test, and a multiple comparison procedure, the Scheffé test. The cloze test was sensitive to significant differences between every level at both schools. Subsequently it was normed to a four-level system and score ranges for each level were suggested.

A proficiência em uma língua estrangeira ocupa um lugar de extrema importância na pós-graduação. O exame de proficiência é uma das etapas do processo seletivo a primeira, na maioria dos institutos , e, caso sejam reprovados nessa avaliação, os candidatos não poderão seguir para as próximas fases. A noção de proficiência, nesse contexto, parece ser um conceito pressuposto, com uma definição aparentemente clara, que dispensa uma discussão em torno do tema. No entanto, ao analisarmos a maneira como a proficiência configura-se na pós-graduação, observamos que esse conceito, aparentemente tão estável, é construído no imaginário de maneira fluída, ou seja, ao invés de falarmos em proficiência, poderíamos falar em proficiências. Assim, esse trabalho tem como principais objetivos analisar as representações de proficiência em língua inglesa presentes nos dizeres de coordenadores, alunos e candidatos à pós-graduação e o modo como a necessidade da língua inglesa é construída nesse contexto. Para tanto, baseamo-nos em pressupostos teóricos da Análise de Discurso, para a qual os sentidos são construídos em uma relação sócio-histórica. Ao longo das análises, constatamos que a representação de proficiência é construída nos dizeres dos entrevistados de uma maneira heterogênea: ora aparece calcada no imaginário de língua, ora no mito do falante nativo, ora na questão do tempo e complexidade dos cursos de mestrado e doutorado. Em nosso propósito de investigar por que a língua inglesa (e não outro idioma) é a mais exigida nos exames de proficiência em língua estrangeira, observamos que a posição hegemônica do inglês, conquistada devido a alguns fatores históricos e fortalecida pela globalização, pode ter contribuído para a necessidade desse idioma. Todavia, tal necessidade é justificada pelo fato de que os alunos de mestrado e doutorado deverão estar preparados para lerem textos em inglês, participarem de congressos internacionais, assistirem aulas com professores estrangeiros e fazerem estágios no exterior. / For graduate studies, proficiency in a foreign language is considered highly relevant. The proficiency examination is one of the steps in the selective process in most cases, it is the first one and candidates are not allowed to proceed on such process if they fail this examination. In this context, the notion of proficiency seems to be a pre-conceived concept, with an apparently clear definition that does not envisage or expect further elaboration on the subject. However, when we analyze how proficiency is approached in graduate studies, we see that such apparently stable concept is feebly built on the imaginary of those involved in the process, i.e., instead of considering proficiency, we could refer to proficiencies. Thus, this research aims mainly at analyzing the representations of proficiency in the English language, which emerge from the speeches of coordinators, students and candidates to post-graduate studies, as well as how the need for the English language is built in this context. In doing so, we base our research on Discourse Analysis theoretical premises, according to which meanings are built through a socio-historical relation. Those analyses have allowed us to understand that the representation of proficiency is heterogeneously built in the speeches of the interviewed people, i.e., sometimes it appears based on the imaginary of language, sometimes on the myth of the native speaker, or even on matters such as the complexity of master and doctorate studies, as well as the notion of time when accomplishing these studies. By pursuing an investigation on the reasons why English (and not any other language) is the most demanded one on proficiency examinations for a foreign language, we have noticed that the hegemonic position of English is given due to some historical facts, strengthened by globalization, and that it may have contributed to produce the need of this language. Nevertheless, such language need seems to be justified by the fact that students from master and doctorate programs must be prepared to read texts in English, to join international congresses, to attend classes conducted by foreign professors, and to pursue internships in foreign countries

A proficiência em uma língua estrangeira ocupa um lugar de extrema importância na pós-graduação. O exame de proficiência é uma das etapas do processo seletivo a primeira, na maioria dos institutos , e, caso sejam reprovados nessa avaliação, os candidatos não poderão seguir para as próximas fases. A noção de proficiência, nesse contexto, parece ser um conceito pressuposto, com uma definição aparentemente clara, que dispensa uma discussão em torno do tema. No entanto, ao analisarmos a maneira como a proficiência configura-se na pós-graduação, observamos que esse conceito, aparentemente tão estável, é construído no imaginário de maneira fluída, ou seja, ao invés de falarmos em proficiência, poderíamos falar em proficiências. Assim, esse trabalho tem como principais objetivos analisar as representações de proficiência em língua inglesa presentes nos dizeres de coordenadores, alunos e candidatos à pós-graduação e o modo como a necessidade da língua inglesa é construída nesse contexto. Para tanto, baseamo-nos em pressupostos teóricos da Análise de Discurso, para a qual os sentidos são construídos em uma relação sócio-histórica. Ao longo das análises, constatamos que a representação de proficiência é construída nos dizeres dos entrevistados de uma maneira heterogênea: ora aparece calcada no imaginário de língua, ora no mito do falante nativo, ora na questão do tempo e complexidade dos cursos de mestrado e doutorado. Em nosso propósito de investigar por que a língua inglesa (e não outro idioma) é a mais exigida nos exames de proficiência em língua estrangeira, observamos que a posição hegemônica do inglês, conquistada devido a alguns fatores históricos e fortalecida pela globalização, pode ter contribuído para a necessidade desse idioma. Todavia, tal necessidade é justificada pelo fato de que os alunos de mestrado e doutorado deverão estar preparados para lerem textos em inglês, participarem de congressos internacionais, assistirem aulas com professores estrangeiros e fazerem estágios no exterior. / For graduate studies, proficiency in a foreign language is considered highly relevant. The proficiency examination is one of the steps in the selective process in most cases, it is the first one and candidates are not allowed to proceed on such process if they fail this examination. In this context, the notion of proficiency seems to be a pre-conceived concept, with an apparently clear definition that does not envisage or expect further elaboration on the subject. However, when we analyze how proficiency is approached in graduate studies, we see that such apparently stable concept is feebly built on the imaginary of those involved in the process, i.e., instead of considering proficiency, we could refer to proficiencies. Thus, this research aims mainly at analyzing the representations of proficiency in the English language, which emerge from the speeches of coordinators, students and candidates to post-graduate studies, as well as how the need for the English language is built in this context. In doing so, we base our research on Discourse Analysis theoretical premises, according to which meanings are built through a socio-historical relation. Those analyses have allowed us to understand that the representation of proficiency is heterogeneously built in the speeches of the interviewed people, i.e., sometimes it appears based on the imaginary of language, sometimes on the myth of the native speaker, or even on matters such as the complexity of master and doctorate studies, as well as the notion of time when accomplishing these studies. By pursuing an investigation on the reasons why English (and not any other language) is the most demanded one on proficiency examinations for a foreign language, we have noticed that the hegemonic position of English is given due to some historical facts, strengthened by globalization, and that it may have contributed to produce the need of this language. Nevertheless, such language need seems to be justified by the fact that students from master and doctorate programs must be prepared to read texts in English, to join international congresses, to attend classes conducted by foreign professors, and to pursue internships in foreign countries

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 130-142).

A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data collected were a part of a longitudinal, federally funded experimental project entitled English Language and Literacy Acquisition (Project ELLA). The purpose of this study was (a) to test a path model on discrete L2 academic language proficiency variables on L2 reading comprehension, (b) to test a path model on discrete L2 academic language proficiency variables and L2 reading comprehension on L1 reading comprehension, and (c) to compare the influence of L2 language development on reading comprehension development in L2 and L1 between students enrolled in transitional bilingual education experimental (TBE-E) classrooms and those enrolled in the transitional bilingual education control or typical (TBE-T) classrooms. Results indicated the two groups did not differ significantly in their overall levels of achievement. However, striking differences were noted in how the academic language proficiency variables influenced reading comprehension outcomes. English listening comprehension, vocabulary, and grammar had significant influences on reading comprehension in the TBE-E group while English listening comprehension was the only predictor variable for the TBE-T group. Cross-linguistic transfer was established in the TBE-E group from English reading comprehension to Spanish reading comprehension whereas no transfer was detected in the TBE-T group. It is evident that high quality comprehensive ESL instruction develops academic oral language proficiency that contributes to effective reading comprehension while students continue to learn in their native language. However, in the absence of a high quality ESL instruction, students may develop academic oral language proficiency, but are ineffective in utilizing these skills for reading comprehension. It is also evident that time spent developing quality L2 reading comprehension influences L1 reading comprehension even though less time is spent in L1, suggesting cross-linguistic transfer from L2 to L1. More effective English skills coupled with effective native language skills suggests the TBE-E students have added cognitive benefits of bilingualism while the TBE-T students remain ineffective in using available language proficiency skills for effective reading comprehension.

Magister Artium (Psychology) - MA(Psych) / The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP). In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa. The current study was a subset of the ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale. The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes. / South Africa

The aim of this study is to investigate the inclusion of low-proficiency students in grades 4-6 in EFL classrooms in Sweden. The low-proficiency students are identified as new arrivals who are still in the process of mastering the Swedish language and Swedish speakers who have a negative attitude and low motivation towards the learning of English language. The methods used to collect data were interviews and classroom observations of four certified English teachers in grades 4-6. The findings of this study showed that the teachers supported the inclusion of low-proficiency students through differentiated methods and scaffolding. The results revealed that a lack of common language is an obstacle in the inclusion of new arrivals in the EFL classrooms.

<p>Despite an emphasis on oral communication in most foreign language classrooms, the resource-intensive nature (i.e. time and manpower) of speaking tests hinder regular oral assessments. A possible solution is the development of a (semi-) automated scoring system. When it is used in conjunction with human raters, the consistency of computers can complement human raters’ comprehensive judgments and increase efficiency in scoring (e.g., Enright & Quinlan, 2010). In search of objective and quantifiable variables that are strongly correlated with overall oral proficiency, a number of studies have reported that some utterance fluency variables (e.g., speech rate and mean length of run) might be strong predictors for L2 learners’ speaking ability (e.g., Ginther et al., 2010; Hirotani et al., 2017). However, these findings are difficult to generalize due to small sample sizes, narrow ranges of proficiency levels, and/or a lack of data from languages other than English. The current study analyzed spontaneous speech samples collected from 170 Japanese learners at a wide range of proficiency levels determined by a well-established speaking test, the American Council on the Teaching of Foreign Languages’ (ACTFL) Oral Proficiency Interview (OPI). Prior to analysis, 48 <i>Complexity, Accuracy, Fluency</i> (CAF) measures (with a focus on fluency variables) were calculated from the speech samples. First, the study examined the relationships among the CAF measures and learner oral proficiency assessed by the ACTFL OPI. Then, using an empirically-based approach, a feasibility of using a composite measure to predict L2 oral proficiency was investigated. The results revealed that <i>Speech Speed</i> and <i>Complexity</i> variables demonstrated strong correlation to the OPI levels, and moderately strong correlations were found for the variables in the following categories: <i>Speech Quantity, Pause</i>, <i>Pause Location</i> (i.e., Silent pause ratio within AS-unit), <i>Dysfluency</i> (i.e., Repeat ratio), and <i>Accuracy.</i> Then, a series of multiple regression analyses revealed that a combination of five CAF measures (i.e., Effective articulation rate, Silent pause ratio, Repeat ratio, Syntactic complexity, and Error-free AS-unit ratio) can predict 72.3% of the variance of the OPI levels. This regression model includes variables that correspond to Skehan’s (2009) proposed three categories of fluency (speed, breakdown, and repair) and variables that represent CAF, supporting the literature (e.g., Larsen-Freeman, 1978, Skehan, 1996).</p>