Self-corrections by clause type : what these corrections may reveal about L2 cognitive resources

Abstract

Second language (L2) speakers engage in a variety of communicative tasks that require an array of linguistically complex language such as asking for directions or providing information. These speakers may find themselves balancing complexity, accuracy, and fluency to demonstrate proficiency in their target language (Housen & Kuiken, 2009). Linguistic complexity can be operationalized by the clause types produced by L2 speakers such as main, coordinating, adverbial, relative, and nonfinite clauses (e.g., Vercellotti & Packer, 2016; Vercellotti, 2019) and performance behaviors, such as self-corrections, can reflect cognitive disfluencies in L2 speech (Segalowitz, 2010). These speech behaviors can support theoretical claims of more difficult language constructions in learners’ speech. While some studies (e.g. Gilabert, 2007) have investigated task complexity and L2 speakers’ production of corrections, research has not specifically investigated the relationship between L2 speakers’ self-corrections and clause types based on complexity. The current study investigated the possible relationship of the production of corrections and clause types in the speech of ten low-advanced English speakers by complexity. These speakers recorded oral responses to picture prompts, which were transcribed in PRAAT and coded for AS-units and overt corrections (Foster, Tonkyn, & Wigglesworth, 2000; Vercellotti & Packer, 2016). The transcribed and coded speeches were then analyzed using a chi-square test of independence to investigate if there was a relationship between learners’ production of corrections and complexity of clause types. The study found that L2 speakers almost equally produced corrections no matter the complexity of clause type, which suggests that these speakers are able to monitor their speech for both simple and difficult clauses. The implications of these findings suggest that, from a pedagogical perspective, second language instructors do not need to limit language complexity to improve accuracy in L2 speakers’ oral productions.