Second Language Speech Production as Seen from Levelt’s Model Adaptation
Keywords:
Speech production, conceptualisation, formulation, articulation, monitoring.Abstract
Second language (L2) speech production plays an important role in language teaching and learning, as well as in machine learning. Among several promising paradigms, Levelt’s model is still considered suitable for further studies. This paper reviews Levelt’s speech production model and its adaptation to L2 speech production. Firstly, Levelt’s modular model of first language (L1) speech production is revisited as a basis for understanding its adapted versions for L2 speech production. Next, details of stages of L2 speech production (Conceptualisation, Formulation, Articulation, and Monitoring) are presented in comparison with L1 speech production. Then, recent research related to L2 speech production is reviewed. The document analysis method is employed to find out the differences between L1 and L2 speech production, based on which implications for L2 speech production and acquisition are discussed. It is hoped that understanding cognitive processes involved in producing an L2 speech can facilitate teachers in teaching L2 speaking skills thanks to knowing how to choose suitable teaching materials and methods and develop valid instruments to measure learners’ oral competence.
Classification number
Linguistics
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Published
2022-12-28
References
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Fluency: Does It Transfer to a New Task?”, The Language Learning Journal, No. 39(3), pp.269-280.
2. Ahmadian, M. J. (2012), “Task Repetition in English Language Teaching”, English Language Teaching Journal, No. 66(3), pp.380-382.
3. Ahmadian, M. J., Masouri, A., & Ghominejad, S. (2017), “Language Learners’ and Teachers’ Perceptions of Task Repetition”, English Language Teaching Journal, No. 71(4), pp.467-477.
4. Bui, H.Y.G. (2014), “Task Readiness: Theoretical Framework and Empirical Evidence from Topic Familiarity, Strategic Planning, and Proficiency Levels”, in P. Skehan (ed.), Processing Perspectives on Task Performance, John Benjamins, Amsterdam, pp.63-94.
5. Bui, G., & Huang, Z. (2016), “L2 Fluency as Influenced by Content Familiarity and Planning: Performance, Measurement, and Pedagogy”, Language Teaching Research, Vol. 22, Issue 1, pp.94-114.
6. Bygate, M., & Samuda, V. (2005), “Integrative Planning through the Use of Task Repetition”, in R. Ellis (ed.), Planning and Task Performance in Second Language, John Benjamins, Amsterdam, pp.37-74.
7. De Bot, K. (1992), “A Bilingual Production Model: Levelt’s ‘Speaking’ Model Adapted”, Applied Linguistics, No. 13, pp.1-24.
8. De Bot, K. (2008), “Introduction: Second Language Acquisition as a Dynamic Process”, The Modern Language Journal, No. 92(2), pp.166-178.
9. De Bot, K., & Schreuder, R. (1993), “Word Production and the Bilingual Lexicon”, in R. Schreuder & B. Weltens (eds.), The Bilingual Lexicon, Benjamins, pp.191-214.
10. De Bot, K., Schmid, M. S., & Lowie, W. (2011), Modeling Bilingualism from Structure to Chaos, John Benjamins, Amsterdam.
11. De Jong, N., & Perfetti, C. A. (2011), “Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization”, Language Learning, No. 61(2), pp.533-568.
12. De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (2013), “Linguistic Skills and Speaking Fluency in a Second Language”, Applied Psycholinguistics, No. 33, pp.1-24.
13. Dell, G. S. (1986), “A Spreading Activation Theory of Retrieval in Sentence Production”, Psychological Review, No. 93, pp.283-321.
14. Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I. (2004), “Second Language Fluency: Judgments on Different Tasks”, Language Learning, No. 54(4), pp.655-680.
15. Ellis, R. (2009), “The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production”, Applied Linguistics, No. 30, pp.474-509.
16. Hilton, H. (2008), “The Link between Vocabulary Knowledge and Spoken L2 Fluency”, Language Learning, No. 36(2), pp.153-166.
17. Koizumi, R, & Yo, I. (2013), “Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels”, Journal of Language Teaching & Research, No. 4, pp.900-913.
18. Kormos, J. (2006), Speech Production and Second Language Acquisition, Lawrence Erlbaum Associates.
19. Kormos, J. (2011), “Speech Production and the Cognition Hypothesis”, in P. Robinson (ed.), L2 Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance, John Benjamins, Amsterdam, pp.39-60.
20. La Heij, W. (2005), “Selection Processes in Monolingual and Bilingual Lexical Access”, in J. Kroll & A. M. B. de Groot (eds.), Handbook of Bilingualism, Psycholinguistic Approaches, Oxford University Press.
21. Lambert, C., Aubrey, S., & Leeming, P. (2020), “Task Preparation and Second Language Speech Production”, TESOL Quarterly, https://doi.org/10.1002/tesq.598.
22. Lambert, C., Kormos, J., & Minn, D. (2017), “Task Repetition and Second Language Speech Processing”, Studies in Second Language Acquisition, No. 39(1), pp.167-196, doi:10.1017/S0272263116000085.
23. Larsen-Freeman, D., Schmid, M. S., & Lowie, W. (2011), “From Structure to Chaos: Twenty Years of
Modeling Bilingualism”, in Schmid”, M. S. & Lowie, W. (eds.), Modeling Bilingualism: From Structure to Chaos, Benjamins.
24. Levelt, W. J. M. (1989), Speaking: From Intention to Articulation, MIT Press.
25. Levelt, W. J. M. (1995), “The Ability to Speak: From Intentions to Spoken Words”, European Review, No. 3(1), pp.13-23.
26. Levelt, W. J. M. (1999), “Producing Spoken Language: A Blueprint of the Speaker”, in C. Brown & P. Hagoort (eds.), Neurocognition of Language, Oxford University Press, pp.83-122.
27. Liu Y. (2020), “Relating Lexical Access and Second Language Speaking Performance”, Languages, No. 5(2), p.13, https://doi.org/10.3390/languages5020013.
28. Segalowitz, N. (2010), Cognitive Bases of Second Language Fluency, Routledge.
29. Skehan, P. (2009), “Modelling L2 Performance: Integrating Complexity, Accuracy, Fluency and Lexis”, Applied Linguistics, No. 30, pp.510-532, https://doi.org/10.1093/applin/amp047.
30. Uchihara, T., & Kazuya, S. (2019), “Exploring the Relationship between Productive Vocabulary Knowledge and Second Language Oral Ability”, The Language Learning Journal, No. 47, pp.64-75.
31. Wang, Z. (2014), “On-line Time Pressure Manipulations: L2 Speaking Performance under Five Types of Planning and Repetition Conditions”, in P. Skehan (ed.), Processing Perspectives on Task Performance John Benjamins, Amsterdam, pp.27-62.
