2015 Fiscal Year Research-status Report
Investigating Fluency and Dysfluency in Gendered Discourse
Project/Area Number |
15K02788
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Research Institution | Kyushu Institute of Technology |
Principal Investigator |
Long Robert 九州工業大学, 工学(系)研究科(研究院), 准教授 (00284589)
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Project Period (FY) |
2015-04-01 – 2018-03-31
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Keywords | Gendered-Discourse / Fluency / Dysfluency / Same-sex Discourse / Japanese Learners / Effectiveness / Proficiency / Complexity |
Outline of Annual Research Achievements |
One paper has been presented at the IICLL Dubai (IAFOR--International Conference on Language Learning) in February. The proceedings article, entitled "Gendered Fluency and Disfluency: Preliminary Findings" is now in press. This preliminary study, based on 20 videotaped discussions between males and females who did not know each other previously, examines possible differences in fluency indicators, and in acoustic, lexical and syntactic dysfluency as well as with correct/incorrect pausing. Results indicated for the variable of speaking time, males spoke 20.3% more than women; in addition, there was a strong difference found in fluency rates with males having a fluency rate that was 19.8% faster than females. Important differences in fluency were evident with females speaking less, having shorter mean length runs, and slower speaking rates.
The second presentation (and proceedings paper) entitled "Fluency and Dysfluency in Same-sex Interactions: Preliminary Results" is to be presented at the International Conference for Academic Disciplines (Vienna 2016) from April 17 to 21st.This preliminary study, which is based on 10 discussions (5 female-female, 5 male-male), investigated which gender produced more fluency / dysfluency in same-sex discussions. Results showed the fluency variable of speaking time as having no significance between the two genders, though females were 26.7% more silent than males; men did talk longer than women. The findings indicate that more assistance given to female students to help them to be more confident and aware of their own speech.
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Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
My technician has been very helpful in setting up the website (Genderfluency.com) and the taping and uploading of the videos of the interviews to Youtube (https://www.youtube.com/playlist?list=PLPRLY1xK6EnyL7w6auVV4nvQODZ4T_GiT) has gone smoothly. While finding 45 students with lower proficiency test scores was easily accomplished, finding participants with higher than normal test scores (in order to compare fluency and interactive skills) has been a challenge. Thus, I will have to find students in other cities in Kyushu and in Honshu.
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Strategy for Future Research Activity |
For FY2017, the original aim was to examine how frequency of communication and contact might affect fluency. This has been changed by comparing two 3 hour intensive classes, one a conventional class using typical methods, and a class focused exclusively on fluency techniques. Up to 40 students will be examined. In both classes, gender parity will be the aim, with 20 males and 20 females. The profile of Mood States survey (POMSII) will be passed out before and after each class. Fluency evaluations of 5 minutes will be taken before and after each class in order to measure possible gains and differences. The home page (genderfluency.com) is now being finalised, with notations, transcripts, analysis of the 40 lower-proficiency interviews, and podcasts (24) will be uploaded in October. Some have already been completed and are now in the editing state. Possible newspaper articles will also be explored. An article reviewing both gendered and same-sex fluency/dysfluency along with the POMS II data will be written by July, one possible target is the "JALT Journal" or "English Language Teaching" journal. Future articles for the journal "Language Teacher" will focus on the results of the fluency and conventional classes. Recommendations do indicate now that women need more attention in being more confident and productive in the speech. More interactive and gendered conversations are needed in elementary, junior high and high schools for males and females to learn about each other and to establish more full-filling relationships.
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Remarks |
This homepage contains the interviews and the analysis of the fluency and dsyfluency of the participants. Twenty-four Podcasts, community resources, and resources will also be uploaded.
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Research Products
(3 results)