CONTEXT, CONTACT, AND COGNITION IN ORAL FLUENCY ACQUISITION: Learning Spanish in At Home and Study Abroad Contexts

By N. Segalowitz, Barbara F. Freed. Studies in Second Language Acquisition, 2004

684 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/afeff805451006c91436ae0507805516525bec5a

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In Developmental and Educational Psychology

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Citations in the corpus

The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “Segalowitz and Freed (2004) compared the speaking proficiency of studyabroad participants in Spain with that of students in an at-home learning environment in the United States.”
The Combined Effects of Immersion and Instruction on Second Language Pronunciation (2010, background): “In a similar study, Segalowitz and Freed (2004) compared the acquisition of oral fluency by SA and AH students, and they also found that SA students made significant gains in their fluency while the AH group did not.”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “Though a direct link between cognitive fl uency (i.e., processing speed) and utterance fl uency has not been established, an observable change in speech production is thought to refl ect underlying cognitive processing (Derwing, Munro, & Thomson, 2008 ; Segalowitz, 2003 ; Segalowitz & Freed, 2004 ).”
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “These include studies of immersion, study abroad, and language instruction in the home country (e.g., Freed, 1995; Freed et al., 2004; Segalowitz & Freed, 2004; Towell, 2002; Towell et al., 1996).”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, methodology): “…sensitivity (GS) and paired associates, rote memory (RM) abilities measured by MLAT, but also include abilities drawn on in effectively lexicalizing learned L2 grammatical patterns, and automatically accessing these during fluent L2 production (see also Segalowitz, 2003; Segalowitz & Freed, 2004).”
Comprehending Implied Meaning in English as a Foreign Language (2005, background): “…in L2 research to the relationship between basic cognitive abilities and language performance, researchers believe that cognitive systems such as attention allocation, memory, and speedy lexical access skills affect performance in languagerelated tasks (Robinson, 2003; Segalowitz & Freed, 2004).”