|
References
Adams, A.-M., & Gathercole, S. E. (1995). Phonological working memory and speech production in pre-school children. Journal of Speech and Hearing Research, 38, 403–414. Adams, A.-M., & Gathercole, S. E. (1996). Phonological working memory and spoken language development in young children. Quarterly Journal of Experimental Psychology, 49A, 216–233. Adams, A.-M., & Gathercole, S. E. (2000). Limitations in working memory: Implications for language development. International Journal of Language & Communication Disorders, 35, 95–116. Baddeley, A. (1986). Working memory. Oxford: Oxford University Press. Baddeley, A. (1992). Working memory. Science, 255, 556–559. Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. Baddeley, A. (2003). Working memory and language: an overview. Journal of Communication Disorders, 36, 189–208. Baddeley, A., & Hitch, G. (1974). Working Memory. In G. A. Bower (Ed.), Recent Advances in Learning and Motivation (Vol. 8) (pp. 47–89). New York: Academic Press. Baddeley, A., & Hitch, G. (2007). Working memory: past, present … and future? In Osaka, N., Logie, R. H., & D’Esposito, M. (Eds.), The Cognitive Neuroscience of Working Memory (pp. 1–20). Oxford: Oxford University Press. Barth, A. E., Catts, H. W., & Anthony, J. L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22, 567–590. Bowers, P. G., Steffy, R., & Tate, E. (1988). Comparison of IQ control methods on memory and naming speed predictors of reading disability. Reading Research Quarterly, 23, 304–309. Brumfit, C. J. (1984). Communicative Methodology in Language Teaching: The Roles of Fluency and Accuracy. Cambridge: Cambridge University Press. Cameron, C. A. & Wang, M. (1999). Frog, where are you? Children's narrative expression over the telephone. Discourse Processes, 28(3), 217–236. Carroll, J. B. (1967). The Foreign Language Attainments of Language Majors in the Senior Year: A Survey Conducted in U.S. Colleges and Universities. Cambridge, MA: Harvard University, Graduate School of Education. Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech & Hearing Research, 36, 948–958. Chafe, W. (1980). The pear stories: Cognitive, cultural and linguistic aspects of narrative production. Norwood, New Jersey: Ablex. Chambers, F. (1997). What do we mean by fluency? System, 25, 535–544. Cheung, H. (1996). Nonword span as a unique predictor of second-language vocabulary learning. Developmental Psychology, 32, 867–873. Cheung, H.- T. (2006). The effect of onset age on the English proficiency of university students in Taiwan. English Teaching & Learning, 30(3), 75–93. Coggins, T., Friet, T., & Morgan, T. (1998). Analyzing narrative productions in older school-age children and adolescents with fetal alcohol syndrome: an experimental tool for clinical applications. Clinical Linguistics & Phonetics, 12(3), 221–236. Daneman, M. (1991). Working memory as a predictor of verbal fluency. Journal of Psycholinguistic Research, 20, 445–464. de Bot, K. (1992). A bilingual production model: Levelt’s ‘speaking’ model adapted. Applied Linguistics, 13, 1–24. Dechert, H.-W. (1980). Pauses and intonation as indicators of verbal planning in second language speech productions: Two examples from a case study. In H.-W. Dechert & M. Raupach (Eds.), Temporal variables in speech: Studies in honour of Frieda Goldman-Eisler (pp. 271–286). The Hague, the Netherlands: Mouton. de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40. Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I. (2004). Second language fluency: Judgments on different tasks. Language Learning, 54(4), 655–679. Ejzenberg, R. (2000). The juggling act of oral fluency: A psycho-sociolinguistic metaphor. In H.Riggenbach (Ed.), Perspectives on fluency (pp. 287–314). Michigan: The University of Michigan Press. Felton, R. H., & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing, 2, 39–59. Fillmore, C. J. (1979). On fluency. In D. Kempler, and W. S. Y. Wang (Eds.), Individual differences in language ability and language behavior (pp. 85–102). New York: Academic Press. Freed, B. F. (1990). Language learning in a study abroad context: The effects of interactive land non-interactive out-of-class contact on grammatical achievement and oral proficiency. In J. E. Alatis (Ed.) Linguistics, Language Teaching and Language Acquisition: The Interdependence of Theory, Practice, and Research (GURT 1990) (pp.459–477). Washington, D. C.: Georgetown University Press. Freed, B. F. (1995). What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second Language Acquisition in a Study Abroad Context (pp. 123–148). Amsterdam: Benjamins. Freed, B. F. (2000). Is fluency, like beauty, in the eyes (and ears) of the beholder? In H. Riggenbach (Ed.), Perspectives on fluency (pp. 243–265). Michigan: The University of Michigan Press. Freed, B. F., Dewey, D. P., Segalowitz, N. S., & Halter, R. H. (2004). The language contact profile. Studies in Second Language Acquisition, 26(2), 349–356. Freed, B. F., Segalowitz, N. S., & Dewey, D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275–301. Freed, B. F., So, S., & Lazar, N. A. (2003). Language learning abroad: How do gains in written fluency compare with gains in oral fluency in French as a second language? ADFL Bulletin, 34(3), 34–40. Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 293–323. Gathercole, S. E., & Adams, A.-M. (1994). Children’s phonological working memory: Contributions of long-term knowledge and rehearsal. Journal of Memory and Language, 33, 672–688. Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200–213. Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory & Language, 29, 336–360. Gathercole, S. E., & Baddeley, A. D. (1993). Working Memory and Language. Hove, England: Lawrence Erlbaum Associates Ltd. Gathercole, S. E., Willis, C., Braddeley, A. D., & Emslie, H. (1992) Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887–898. Gathercole, S. E., Willis, C., Baddeley, A. D., & Emslie, H. (1994). The Children Test of Nonword Repetition: A test of phonological working memory. Memory, 2, 103–127. Georgiou, G. K., Parrila, R., & Kirby, J. (2006). Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 10(2), 199–220. Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123–154. Gholamain, M. & Geva. E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49(2), 183–217. Hu, C. F. (2002). Nonword repetitions of EFL children. Journal of Taipei Municipal Teachers College, 33, 457–470. Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 55–79. Huebner, T. (1998). Methodological considerations in data collection for language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study abroad, 4(2), 1–30. Katz, W.F., Curtiss, S., & Tallal, P. (1992). Rapid automatized naming and gesture by normal and language-impaired children. Brain and Language, 43, 623–641. Kirby, J. R., Parrila, R. K., & Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453–464. Koponen, M., & Riggenbach, H. (2000). Overview: Varying perspectives on fluency. In H. Riggenbach (Ed.), Perspectives on Fluency (pp. 5–24). Ann Arbor: University of Michigan Press. Kormos, J. (2006). Speech Production and Second Language Acquisition. New Jercey: Lawrence Erlbaum Associates, Inc. Kormos, J., and Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145–64. Lam, W. Y. K. (1994). Investigating the oral fluency of 15 EFL teachers: A quantitative approach revisited. Paper presented at The International Language in Education Conference, Honk Kong. Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40, 387–417. Levelt, W. (1989). Speaking: from intention to articulation. Cambridge, MA: MIT Press. Llanes, À., & Muñoz, C. (2009). A short stay abroad: Does it make a difference? System, 37, 353–365. Masoura, E., & Gathercole, S. E. (1999). Phonological short-term memory and foreign vocabulary learning. International Journal of Psychology, 34, 383–388. Masoura, E., & Gathercole, S. (2005). Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language. Memory, 13(3), 422–429. Magno, C. (2010). Korean students’ language learning strategies and years of studing English as predictors of proficiency in English. TESOL Journal, 2, 39–61. Mayer, M. (1969). Frog, where are you? New York: Dial Press. Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20, 83–108. Mizera, G. J. (2006). Working Memory and L2 Oral Fluency. Unpublished doctoral dissertation. University of Pittsburgh, Pittsburgh, PA. Nassaji, H., & Geva, E. (1999). The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics, 20, 241–267. Nelson, R. J., Benner, G. J., & Gonzalez, J. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3–12. O’Brien, I., Segalowitz, N., Freed, B., & Collentine, J. (2007). Phonological memory predicts second language oral fluency gains in adults. Studies in Second Language Acquisition, 29, 557–582. Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109–148. Powell, D., Stainthorp, R., Stuart, M., Garwood, & H., Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46–68. Rekart, D., & Dunkel, P. (1992). The utility of objective (computer) measures of the fluency of speakers of English as a second language. Applied Language Learning, 3, 65–85. Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). Frog, Where are you? Narratives in children with specific language impairment, early focal brain injury and Williams Syndrome. In B. Wulfeck & J. Reilly (Eds.), Plasticity and development: Language in atypical children. Special issue, Brain & Language, 88, 229–247. Riggenbach, H. (1991). Toward an understanding of fluency: A microanalysis of nonnative speaker conversations. Discourse processes, 14, 423–441. Schmidt, R. (1992.) Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14, 357–385. Segalowitz, N. & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173–199. Serrano, R., Llanes, À., & Tragant, E. (2011). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39, 133–143. Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49, 93–120. Sunderman, G., & Kroll, J. (2009). When study-abroad experience fails to deliver: The internal resources threshold effect. Applied Psycholinguistics, 30, 79–99. Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16, 241–256. Taylor, S. E., Frankenpohl, H., White, C. E., Nieroroda, B. W., Browning, C. L., & Birsner, E. P. (1989). EDL core vocabularies in reading, mathematics, science, and social studies. Austin, TX: Steck-Vaughn Company. Temple, L. (1997). Memory and processing modes in language learner speech production. Communication & Cognition, 30, 78–90. Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17, 84–119. van Gelderen, A. (1994). Prediction of global ratings of fluency and delivery in narrative discourse by linguistic and phonetic measures—oral performances of students aged 11-12 years. Language Testing, 11, 291–319. Weissheimer, J., & Mota, M. B. (2009). Individual differences in working memory capacity and the development of L2 speech production. Issues in Applied Linguistics, 17(2), 93–112. Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85–106. Wiig, E. H., Zureich, P., & Chan, H. H. (2000). A clinical rationale for assessing rapid naming abilities in children with language disorders. Journal of Learning Disabilities, 33, 359–374. Wilkinson, G. S., & Robertson, G. J. (2006). WRAT4 Wide Range Achievement Test Professional Manual. Lutz, FL: Psychological Assessment Resources, Inc. Wolf, M. (1991). Naming speed and reading: the contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123–141. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91, 415–438. Yager, K. (1998). Learning Spanish in Mexico: the effect of informal contact and student attitudes on language gain. Hispania, 81(4), 898–913. Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 24, 1–27.
|