Part of
Learner Corpora and Language TeachingEdited by Sandra Götz and Joybrato Mukherjee
[Studies in Corpus Linguistics 92] 2019
► pp. 175–190
Edited by Sandra Götz and Joybrato Mukherjee
[Studies in Corpus Linguistics 92] 2019
► pp. 175–190
Speech rate revisited
The effect of task design on speech rate
The present study aims to explore the effect of elicitation-task design on speech rate. The data derives from the Czech learner subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI_CZ), its native English counterpart the Louvain Corpus of Native English Conversation (LOCNEC) and a corpus of native Czech recorded by the same speakers as in LINDSEI_CZ. Speech rates in words per minute are compared using ANOVA. Significantly lower speech rates are found especially in the picture-based task, showing that such tasks are cognitively demanding both for learners and natives. Differences between monologic and dialogic tasks are smaller and not statistically significant. The study explores possible reasons for these differences and draws implications for corpus design and research design as well as for language assessment.
Article outline
- 1.Introduction
- 2.Data and method
- 3.Results and discussion
- 4.Language-pedagogical implications, conclusion and outlook
-
Acknowledgements -
Notes -
References
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Cited by (4)
Cited by four other publications
De Cock, Sylvie
2023. Review of Crawford (2021): Multiple Perspectives on Learner Interaction. The Corpus of Collaborative Oral Tasks. International Journal of Learner Corpus Research 9:2 ► pp. 282 ff. 
Ngoc Thanh, Trinh
2023. Speech Rate and Speaking Performance in Picture-Description Speaking Task. In Competence-Based Curriculum and E-Learning in Higher Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 141 ff.
Götz, Sandra, Christoph Wolk & Katja Jäschke
2022. Contextualizing fluency in advanced spoken learner language. In Complexity, Accuracy and Fluency in Learner Corpus Research [Studies in Corpus Linguistics, 104], ► pp. 273 ff.
Götz, Sandra
2019. Filled pauses across proficiency levels, L1s and learning context variables. International Journal of Learner Corpus Research 5:2 ► pp. 159 ff.
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