"To err is human. To self-repair fortunately is also." (Postma, 2000, p. 98) The overarching purpose of this research is to explore whether second language (L2) learners can identify speech errors in a digital recording of their own oral effort and can correct those errors in subsequent oral efforts. Contemporary psycholinguistic speech production models posit that self-monitoring is an integral and automatic function of online (real time) speech production. Pedagogical research has demonstrated that learners can utilize this self-monitoring/self-analysis mechanism in a post-hoc self-assessment, particularly insofar as writing is concerned, to identify and correct production errors. The current research proposes that in the same way that learners err while writing, they err while speaking and, further, that such errors are not a valid representation of their internal language systems. Hypothetically, therefore, L2 learners can identify their own speech errors via audio playback (AP) given time and opportunity, and providing they have a rudimentary knowledge of the target forms to begin with. To test this assumption, learners were provided a series of monologic Spot the Difference tasks designed to elicit agreement of gender and number in adjective forms. Participants in the experimental procedure group listened to their oral product immediately after task completion while participants in the control group listened to linguistically sterile musical selections. Results of the experiment support the hypothesis that second language learners can identify speech errors in their own oral text, that self-correction efforts do increase and improve, and that acquisition does improve over repeated trials. Interestingly, however, a main effect was noted for post-positional adjectives and not for pre-nominals. A second important aspect of this study involved testing whether lack of developmental readiness (DR) was a constraining factor for AP. Findings revealed that participants who were developmentally unready also improved in self-monitoring and accuracy in subsequent trials. The implications of these findings on current psycholinguistic speech production/perception models as well as their pedagogical implications are discussed at the conclusion of the study. / A Dissertation submitted to the Department of Modern Language and Linguistics in
partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2008. / Date of Defense: April 23, 2008. / Language Learning, Speech Production, Speech Perception, Oral Production, Psycholinguistic Speech Models, Linguistics, Audio Playback, Listening Skills / Includes bibliographical references. / Gretchen Sunderman, Professor Directing Dissertation; Leigh Edwards, Outside Committee Member; Michael Leeser, Committee Member; Lara Reglero, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168718 |
| Contributors | Ellis, Dyana L. R. (authoraut), Sunderman, Gretchen (professor directing dissertation), Edwards, Leigh (outside committee member), Leeser, Michael (committee member), Reglero, Lara (committee member), Department of Modern Languages and Linguistics (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
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