ERIC Number: EJ1373628
Record Type: Journal
Publication Date: 2023-Mar
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-2631
EISSN: EISSN-1470-1545
The Effects of Proficiency Level and Dual-Task Condition on L2 Self-Monitoring Behavior
Studies in Second Language Acquisition, v45 n1 p212-233 Mar 2023
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.
Descriptors: 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
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A