Fluency Summer Intern Project 2009 - Revision history

Ndjong at 13:54, 1 August 2009

2009-08-01T13:54:41Z

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	== Abstract ==		== Abstract ==

	...		The goal of this study is to investigate whether patterns evidencing the use of proceduralized knowledge by English as a Second Language (ESL) speakers are perceived by native-speaker listeners. Four sets of one-minute excerpts were selected based on a combination of three fluency measures: mean length of fluent runs, mean length of pauses, and phonation/time ratio. Excerpts were chosen so that they represented different levels of proceduralization: baseline, proceduralization, no proceduralization, trade-off. Results showed that fluency ratings followed the hypothesized pattern: no proceduralization < baseline = trade-off < proceduralization. However, the one-way ANOVA was not significant. Mean ratings for comprehensibility and accentedness followed slightly different patters. The correlation between fluency ratings and articulation rate suggests raters may have based their judgment on articulation rate instead of proceduralization evidence. This study suggests that native-speaker raters are influenced by patterns of temporal measures that indicate proceduralization or articulation rate.

	== Background and significance ==		== Background and significance ==

2009-08-01T13:48:02Z

Findings

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	[[Image:SI09_poster_Figure1.gif\|Mean Fluency Ratings per Type]] [[Image:SI09_poster_Figure2.gif\|Mean Ratings of Comprehensibility and Accentedness per Type]]		[[Image:SI09_poster_Figure1.gif\|Mean Fluency Ratings per Type]] [[Image:SI09_poster_Figure2.gif\|Mean Ratings of Comprehensibility and Accentedness per Type]]

	* The rater's comments and their familiarity with the speakers' L1 (Chinese) ~~was~~ not analyzed.		* The rater's comments and their familiarity with the speakers' L1 (Chinese) were not analyzed.

	== Explanation ==		== Explanation ==

2009-08-01T13:47:49Z

Findings

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	[[Image:SI09_poster_Figure1.gif\|Mean Fluency Ratings per Type]] [[Image:SI09_poster_Figure2.gif\|Mean Ratings of Comprehensibility and Accentedness per Type]]		[[Image:SI09_poster_Figure1.gif\|Mean Fluency Ratings per Type]] [[Image:SI09_poster_Figure2.gif\|Mean Ratings of Comprehensibility and Accentedness per Type]]

			* The rater's comments and their familiarity with the speakers' L1 (Chinese) was not analyzed.

	== Explanation ==		== Explanation ==

2009-08-01T13:46:11Z

Method

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	== Abstract ==		== Abstract ==

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	== Method ==		== Method ==

	Four sets of one-minute excerpts from a large pool of existing audio recordings ~~will be~~ selected.		Four sets of one-minute excerpts from a large pool of existing audio recordings were selected.
	:1. Baseline: All fluency measures are average.		:1. Baseline: All fluency measures are average.
	:2. Proceduralization: High mean length of fluent runs, other measures average		:2. Proceduralization: High mean length of fluent runs, other measures average

2009-08-01T13:45:17Z

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	~~[This page is under construction]~~

	== Abstract ==		== Abstract ==

2009-08-01T13:44:47Z

Findings

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	* There was a strong correlation between fluency ratings and articulation rate (''r'' = .603), and between articulation rate and mean length of fluent runs (''r'' = .616), but not between fluency ratings and mean length of fluent runs (''r'' = .197). This indicates that the native-speaker listeners may have based their fluency ratings mostly on articulation rate.		* There was a strong correlation between fluency ratings and articulation rate (''r'' = .603), and between articulation rate and mean length of fluent runs (''r'' = .616), but not between fluency ratings and mean length of fluent runs (''r'' = .197). This indicates that the native-speaker listeners may have based their fluency ratings mostly on articulation rate.

			[[Image:SI09_poster_Figure1.gif\|Mean Fluency Ratings per Type]] [[Image:SI09_poster_Figure2.gif\|Mean Ratings of Comprehensibility and Accentedness per Type]]

	== Explanation ==		== Explanation ==

2009-08-01T13:24:14Z

Findings

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	== Findings ==		== Findings ==
	The ~~study will be run in~~ the ~~second week of July. The findings will be described here~~.		* The fluency ratings followed the hypothesized pattern, but the one-way ANOVA comparing the four types was not significant.

			* The patterns of ratings for comprehensibility and accentedness were different from the fluency ratings, which indicates that those ratings were mostly independent of each other.

			* There was a strong correlation between fluency ratings and articulation rate (''r'' = .603), and between articulation rate and mean length of fluent runs (''r'' = .616), but not between fluency ratings and mean length of fluent runs (''r'' = .197). This indicates that the native-speaker listeners may have based their fluency ratings mostly on articulation rate.

	== Explanation ==		== Explanation ==

2009-08-01T13:07:56Z

Method

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	:4. Trade-off: High mean length of fluent runs, but high mean length of pauses and low phonation/time ratio		:4. Trade-off: High mean length of fluent runs, but high mean length of pauses and low phonation/time ratio

	The articulation rate of all excerpts was kept as constant as possible. The first language of all speakers is Chinese		The articulation rate of all excerpts was kept as constant as possible. The first language of all speakers was Chinese.

	== Independent variables ==		== Independent variables ==

2009-08-01T13:07:40Z

Method

← Older revision		Revision as of 13:07, 1 August 2009
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	:4. Trade-off: High mean length of fluent runs, but high mean length of pauses and low phonation/time ratio		:4. Trade-off: High mean length of fluent runs, but high mean length of pauses and low phonation/time ratio

	The articulation rate of all excerpts ~~will be~~ kept constant. The first language of all speakers is Chinese		The articulation rate of all excerpts was kept as constant as possible. The first language of all speakers is Chinese

	== Independent variables ==		== Independent variables ==

2009-07-02T18:01:47Z

Further information

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	The data preparation and analysis of this part of the project has been performed by Maya Randolph from Bard College at Simon's Rock (summer intern in June-July 2009), under supervision of Mary Lou Vercellotti and Dr. Laura Halderman from the University of Pittsburgh, and Dr. Nel de Jong from Queens College of CUNY.		The data preparation and analysis of this part of the project has been performed by Maya Randolph from Bard College at Simon's Rock (summer intern in June-July 2009), under supervision of Mary Lou Vercellotti and Dr. Laura Halderman from the University of Pittsburgh, and Dr. Nel de Jong from Queens College of CUNY.

	This internship was part of the project [[Fostering_fluency_in_second_language_learning]] by Nel de Jong, Laura Halderman, and Charles Perfetti.		This internship was part of the project [[Fostering_fluency_in_second_language_learning\|Fostering fluency in second language learning]] by Nel de Jong, Laura Halderman, and Charles Perfetti.