Speech competence and speech performance

References

1. American Council for the Teaching of Foreign Languages
   American Council for the Teaching of Foreign Languages (2012) The ACTFL proficiency guidelines: Speaking. Alexandria, VA: ACTFL.
   [Google Scholar]
2. Bachman, L., & Palmer, A.
   (1996) Language testing in practice. New York, NY: Oxford University Press.
   [Google Scholar]
3. Bowden, H. W.
   (2016) Assessing second-language oral proficiency for research: The Spanish elicited imitation task. Studies in Second Language Acquisition, 38(4), 647–675. 10.1017/S0272263115000443
   https://doi.org/10.1017/S0272263115000443 [Google Scholar]
4. Cambridge English Language Assessment
   Cambridge English Language Assessment (2016) Cambridge ESOL common scale for speaking. www.cambridgeenglish.org/images/210434-converting-practice-test-scores-to-cambridge-english-scale-scores.pdf
   [Google Scholar]
5. Canale, M.
   (1983) From communicative competence to communicative language pedagogy. InJ. C. Richards & R. W. Schmidt (Ed.), Language and communication. (pp. 2–27). New York, NY: Longman.
   [Google Scholar]
6. Chomsky, N.
   (1965) Aspects of the theory of syntax. Cambridge, MA: MIT Press.
   [Google Scholar]
7. Chomsky, N.
   (1980) Rules and representations. Oxford, UK: Blackwell. 10.1017/S0140525X00001515
   https://doi.org/10.1017/S0140525X00001515 [Google Scholar]
8. Clark, J. L. D.
   (1979) Direct versus semi-direct tests of speaking proficiency. InE. J. Briere & F. B. Hinofotis (Ed.), Concepts in language testing: Some recent studies (pp. 35–49). Washington, DC: TESOL.
   [Google Scholar]
9. Cohen, J.
   (1988) Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   [Google Scholar]
10. Council of Europe
    Council of Europe (2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.
    [Google Scholar]
11. de Saussure, F.
    (1959) Course in general linguistics. New York, NY: Philosophy Library.
    [Google Scholar]
12. Dewaele, J., Petrides, K. V., & Furnham, A.
    (2008) Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911–960. 10.1111/j.1467‑9922.2008.00482.x
    https://doi.org/10.1111/j.1467-9922.2008.00482.x [Google Scholar]
13. Fulcher, G.
    (2010) Practical language testing. London, UK: Hodder Education.
    [Google Scholar]
14. Fulcher, G.
    (2018) Assessing spoken production. InJ. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). Hoboken, NJ: Wiley & Sons. 10.1002/9781118784235.eelt0364
    https://doi.org/10.1002/9781118784235.eelt0364 [Google Scholar]
15. Ginther, A.
    (2013) Assessment of speaking. InC. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–7). Oxford, UK: Blackwell. 10.1002/9781405198431.wbeal0052
    https://doi.org/10.1002/9781405198431.wbeal0052 [Google Scholar]
16. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E.
    (2014) Multivariate data analysis (7th ed.). Harlow, UK: Pearson.
    [Google Scholar]
17. Hanban
    Hanban (2016) Hanyu shuiping kouyu kaoshi (Chinese speaking proficiency test). inwww.hanban.edu.cn/tests/node_38289.htm
    [Google Scholar]
18. Hinton, P. R., McMurray, I., & Brownlow, C.
    (2014) SPSS explained (2nd ed.). New York, NY: Routledge. 10.4324/9781315797298
    https://doi.org/10.4324/9781315797298 [Google Scholar]
19. Hughes, R., & Reed, B. S.
    (2017) Teaching and researching speaking (3rd ed.). New York, NY: Routledge.
    [Google Scholar]
20. Hymes, D.
    (1972) On communicative competence. InJ. B. Pride, & J. Holmes (Ed.), Sociolinguistics: Selected readings (pp. 269–293). Harmondsworth, UK: Penguin Books.
    [Google Scholar]
21. Jin, T., & Mak, B.
    (2013) Distinguishing features in scoring L2 Chinese speaking performance: How do they work?. Language Testing, 30(1), 23–47. 10.1177/0265532212442637
    https://doi.org/10.1177/0265532212442637 [Google Scholar]
22. Kang, O., & Pickering, L.
    (2013) Acoustic and temporal analysis for assessing speaking. InA. J. Kunnan (Ed.), The companion to language assessment (pp. 1047–1062). Oxford, UK: Wiley & Sons. 10.1002/9781118411360.wbcla056
    https://doi.org/10.1002/9781118411360.wbcla056 [Google Scholar]
23. Lambert, C., Aubrey, S., & Leeming, P.
    (2021) Task preparation and second language speech production. TESOL Quarterly, 55(2), 331–365. 10.1002/tesq.598
    https://doi.org/10.1002/tesq.598 [Google Scholar]
24. Leonard, K. R., & Shea, C. E.
    (2017) L2 speaking development during study abroad: Fluency, accuracy, complexity, and underlying cognitive factors. Modern Language Journal, 101(1), 179–193. 10.1111/modl.12382
    https://doi.org/10.1111/modl.12382 [Google Scholar]
25. Levelt, W. J. M.
    (1989) Speaking: From intention to articulation. Cambridge, MA: MIT Press.
    [Google Scholar]
26. Levelt, W. J. M.
    (1999) Producing spoken language: A blueprint of the speaker. InC. M. Brown & P. Hagoort (Ed.), The neurocognition of language (pp. 83–122). New York, NY: Oxford University Press.
    [Google Scholar]
27. Li, X., & Li, J.
    (2014) 汉语口语考试(SCT)的效度分析 [Validity analysis of spoken Chinese test]. 世界汉语教学 [Chinese Teaching in the World], 28(1), 103–112.
    [Google Scholar]
28. Litwin, M. S.
    (1995) How to measure survey reliability and validity. Thousand Oaks, CA: Sage. 10.4135/9781483348957
    https://doi.org/10.4135/9781483348957 [Google Scholar]
29. Luoma, S.
    (2004) Assessing speaking. Cambridge, UK: Cambridge University Press. 10.1017/CBO9780511733017
    https://doi.org/10.1017/CBO9780511733017 [Google Scholar]
30. Ma, X., Gong, Y., Gao, X., & Xiang, Y.
    (2017) The teaching of Chinese as a second or foreign language: A systematic review of the literature 2005–2015. Journal of Multilingual and Multicultural Development, 38(9), 815–830. 10.1080/01434632.2016.1268146
    https://doi.org/10.1080/01434632.2016.1268146 [Google Scholar]
31. Mahmoodzadeh, M.
    (2012) Investigating foreign language speaking anxiety within the EFL learner’s interlanguage system: The case of Iranian learners. Journal of Language Teaching and Research, 3(3), 466–476. 10.4304/jltr.3.3.466‑476
    https://doi.org/10.4304/jltr.3.3.466-476 [Google Scholar]
32. Mak, B.
    (2011) An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214. 10.1016/j.system.2011.04.002
    https://doi.org/10.1016/j.system.2011.04.002 [Google Scholar]
33. McNamara, T. F., & Röver, C.
    (2006) Language testing: The social dimension. Malden, MA: Blackwell.
    [Google Scholar]
34. Mouzaki, A., Spyropoulou, E., Ralli, A., Antoniou, F., Diamanti, V., & Papaioannou, S.
    (2020) The dimensionality of oral language ability: Evidence from young Greek children. Journal of Speech, Language, and Hearing Research, 63(8), 2732–2751. 10.1044/2020_JSLHR‑19‑00008
    https://doi.org/10.1044/2020_JSLHR-19-00008 [Google Scholar]
35. Nikolov, M., & Timpe-Laughlin, V.
    (2021) Assessing young learners’ foreign language abilities. Language Teaching, 54(1), 1–37. 10.1017/S0261444820000294
    https://doi.org/10.1017/S0261444820000294 [Google Scholar]
36. Qian, D. D.
    (2009) Comparing direct and semi-direct modes for speaking assessment: Affective effects on test takers. Language Assessment Quarterly, 6(2), 113–125. 10.1080/15434300902800059
    https://doi.org/10.1080/15434300902800059 [Google Scholar]
37. Reynolds, C. R., Livingston, R. B., & Willson, V.
    (2009) Measurement and assessment in education (2nd ed.). Upper Saddle River, NJ: Pearson.
    [Google Scholar]
38. Röver, C.
    (2005) Testing ESL pragmatics: Development and validation of a web-based assessment battery. New York, NY: Peter Lang. 10.3726/978‑3‑653‑04780‑6
    https://doi.org/10.3726/978-3-653-04780-6 [Google Scholar]
39. Runnqvist, E., Gollan, T. H., Costa, A., & Ferreira, V. S.
    (2013) A disadvantage in bilingual sentence production modulated by syntactic frequency and similarity across languages. Cognition, 129(2), 256–263. 10.1016/j.cognition.2013.07.008
    https://doi.org/10.1016/j.cognition.2013.07.008 [Google Scholar]
40. Segalowitz, N.
    (2010) Cognitive bases of second language fluency. New York, NY: Routledge. 10.4324/9780203851357
    https://doi.org/10.4324/9780203851357 [Google Scholar]
41. Saito, K., Trofimovich, P., & Isaacs, T.
    (2016) Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37(2), 217–240. 10.1017/S0142716414000502
    https://doi.org/10.1017/S0142716414000502 [Google Scholar]
42. Sardegna, V. G., Lee, J., & Kusey, C.
    (2018) Self-Efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83–114. 10.1111/lang.12263
    https://doi.org/10.1111/lang.12263 [Google Scholar]
43. Schissel, J. L.
    (2018) Test impact and washback. InJ. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (1st ed., pp. 1–6). Hoboken, NJ: Wiley & Sons. 10.1002/9781118784235.eelt0353
    https://doi.org/10.1002/9781118784235.eelt0353 [Google Scholar]
44. Sun, P. P.
    (2020) Chinese as a second language multilinguals’ speech competence and speech performance: Cognitive, affective, and socioculrual perspectives. Singapore: Springer. 10.1007/978‑981‑15‑6941‑8
    https://doi.org/10.1007/978-981-15-6941-8 [Google Scholar]
45. Sun, P. P.
    (2022) The influence of cognitive, affective, and sociocultural individual differences on L2 Chinese speech performance: A multiple indicators multiple causes approach. Journal of Psycholinguistic Research, 1–23. 10.1007/s10936‑022‑09847‑x
    https://doi.org/10.1007/s10936-022-09847-x [Google Scholar]
46. Sun, P. P., & Zhang, L. J.
    (2020) A multidimensional perspective on individual differences in multilingual learners’ L2 Chinese speech production. Frontiers in Psychology, 11(59), 1–14. 10.3389/fpsyg.2020.00059
    https://doi.org/10.3389/fpsyg.2020.00059 [Google Scholar]
47. Tedick, D. J.
    (2002) Proficiency-oriented language instruction and assessment: Standards, philosophies, and considerations for assessment. InD. J. Tedick (Ed.), Proficiency-oriented language instruction and assessment: A curriculum handbook for teachers (pp. 9–48). Minneapolis, MN: University of Minnesota.
    [Google Scholar]
48. Teimouri, Y., Goetze, J., & Plonsky, L.
    (2019) Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. 10.1017/S0272263118000311
    https://doi.org/10.1017/S0272263118000311 [Google Scholar]
49. Uchihara, T., & Saito, K.
    (2019) Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64–75. 10.1080/09571736.2016.1191527
    https://doi.org/10.1080/09571736.2016.1191527 [Google Scholar]
50. Vinther, T.
    (2002) Elicited imitation: A brief overview. International Journal of Applied Linguistics, 12(1), 54–73. 10.1111/1473‑4192.00024
    https://doi.org/10.1111/1473-4192.00024 [Google Scholar]
51. Wang, X.
    (2013) 对外汉语口语成绩测试形式试探 [On the forms of the proficiency test of L2 Chinese speaking]. 首都师范大学学报(社会科学版) [Journal of Capital Normal University (Social Sciences Edition)], S11, 106–109.
    [Google Scholar]
52. Wright, C.
    (2020) Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies, 3(2), 157-179. 10.1075/jsls.00010.wri
    https://doi.org/10.1075/jsls.00010.wri [Google Scholar]
53. Wu, J., & Zhao, X.
    (2020) 初中级汉语水平二语者口语产出质量评估研究 [On the quality assessment of spoken Chinese for low-intermediate level L2 learners]. 语言文字应用 [Applied Linguistics], 11, 76–86.
    [Google Scholar]
54. Xu, J.
    (2018) Measuring “spoken collocational competence” in communicative speaking assessment. Language Assessment Quarterly, 15(3), 255–272. 10.1080/15434303.2018.1482900
    https://doi.org/10.1080/15434303.2018.1482900 [Google Scholar]
55. Yan, Q. Z., Zhang, L. J., & Cheng, X. L.
    (2021) Implementing classroom-based assessment for young EFL learners in the Chinese context: A case study. Asia Pacific Education Researcher, 301, 541–552. 10.1007/s40299‑021‑00602‑9
    https://doi.org/10.1007/s40299-021-00602-9 [Google Scholar]
56. Zhang, W., Zhang, L. J., & Wilson, A. J.
    (2021) Supporting learner success: Revisiting strategic competence through developing an inventory for computer-assisted speaking assessment. Frontiers in Psychology, 121, 6895811, 1–14. 10.3389/fpsyg.2021.689581
    https://doi.org/10.3389/fpsyg.2021.689581 [Google Scholar]
57. Zheng, Y., & Gao, A. X.
    (2016) Chinese humanities and social sciences scholars’ language choices in international scholarly publishing: A ten-year survey. Journal of Scholarly Publishing, 48(1), 1–16. 10.3138/jsp.48.1.1
    https://doi.org/10.3138/jsp.48.1.1 [Google Scholar]