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The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness / Angelica Galante, Ron I. Thomson.
// TESOL Quarterly 2017, Volume 51, Issue 1 Pages 115–142. Although the development of second language (L2) oral fluency has been widely investigated over the past several decades, there remains a paucity of research examining language instruction specifically aimed at improving this cognitive skill. In this study, the researchers investigate how instructional techniques adapted from drama can positively impact L2 fluency, comprehensibility, and accentedness—three frequently discussed dimensions of L2 speech. Following a pretest–posttest design, the researchers obtained speech samples from 24 adolescent Brazilian EFL learners before and after their participation in a 4-month drama-based English language program. The development of oral skills by this group was compared with that of a parallel group of learners who received 4 months of instruction in a traditional communicative EFL classroom. Thirty untrained Canadian native English speaker raters evaluated randomized recorded L2 speech samples and provided impressionistic scalar judgments of fluency, comprehensibility, and accentedness. Results indicate that drama-based instruction can lead to significantly larger gains in L2 English oral fluency relative to more traditional communicative EFL instruction; comprehensibility scores also appear to be impacted, but with a much smaller effect; accentedness scores do not seem to benefit from one type of instruction over the other. The authors discuss implications for teaching practice.
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To Be Autonomous or Not to Be : Issues of Subsuming Self-Determination Theory Into Research on Language Learner Autonomy / Man-Kit Lee.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 220–228. The topic of language learner autonomy (LLA) has garnered research attention for more than 30 years. The link between LLA and second language (L2) motivation has been established through the accounts of autonomy in Edward Deci and Richard Ryan s (1985, 2000) self-determination theory (SDT) (e.g., Dickinson, 1995; Ushioda, 2011). However, the concepts of autonomy in LLA and in SDT are based on different presuppositions. LLA focuses primarily on the notion of the capacity to take charge of one s own learning (Holec, 1981; Oxford, 2015), whereas autonomy in SDT is not construed with respect to any specific behaviour. Autonomy in SDT is concerned with volition; as long as the reasons underlying a behaviour (whether it be taking charge of one s actions or not) concur with the self, the behaviour is considered autonomous (Deci & Ryan, 2012). It appears that the differences and connections between the two senses of autonomy have not been made clear in the L2 literature. This problem has led to misconceptions (e.g., autonomy in SDT has been mistakenly equated with independence or exercising control) and questionable motivation-based rationales for encouraging learners to take charge of their learning in previous L2 studies. These concerns need to be addressed so that L2 researchers and practitioners can be more accurately and more fully informed about the positive and negative motivational consequences of promoting LLA. This article compares the conceptualizations of autonomy in language learning and SDT, discusses the above-mentioned misconceptions and contentious arguments in prior L2 studies, and identifies areas for future research.
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