日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション学部/College of Intercultural CommunicationCollege of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
DM141/DM141DM141 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Second language speech fluency research: Theoretical, methodological, and practical introduction |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木4/Thu.4 Thu.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC2621 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：35人/ Capacity：35） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/ic.html |
| 備考/ NotesNotes |
By the end of the course, students will be able to:
1) Understand and explain the concept of speech fluency in a second language, and reflect on real-world problems related to fluency
2) Understand and explain the process of speech production
3) Understand, explain, and calculate utterance fluency measures
4) Understand and reflect on how listeners perceive speakers’ fluency
5) Understand and reflect on issues relevant to speech fluency assessment
In this course, students are introduced to the concept of speech fluency in a second language and explore how fluency is understood, measured, and assessed in language learning contexts. Through careful reading of the textbook and selected academic literature, as well as active class discussions, students will consider why fluency is important in communication and how it relates to individual learner characteristics and other factors. In addition to theoretical perspectives, the course includes practical activities such as analyzing recorded speech samples and engaging in fluency rating tasks. Through these hands-on sessions, students will gain a deeper understanding of how speech is structured in terms of fluency features and how a speaker’s fluency is perceived by listeners. By engaging with both theory and practice, students will develop a clearer understanding of second language speech fluency and its relevance to language learning, teaching, and assessment.
| 1 | Course guidance - sign up for assigned reading presentation & group presentation |
| 2 | Introduction (pp. 1–18): Why fluency? What is fluency? Fluency and speech production model, etc. - familiarization of journal articles |
| 3 | Fluency from a psycholinguistic perspective (pp. 22-33): Historical perspectives of cognitive models of speech and fluency, L1 and L2 fluency, Cognitive fluency - Quiz 1 / *student presentation |
| 4 | Fluency from a psycholinguistic perspective (pp. 33-42): Fluency and individual differences, perceived fluency - Quiz 2 / *student presentation |
| 5 | Measuring utterance fluency (pp. 43-53): Historical perspective of measuring fluency - Quiz 3 / *student presentation |
| 6 | Measuring utterance fluency (pp. 53-63): Utterance fluency measures, Measuring fluency in different modes of speech - Quiz 4 / *student presentation |
| 7 | Hands-on session 1: Introduction to Praat |
| 8 | Hands-on session 1: Annotate own speech and compute utterance fluency measures |
| 9 | Hands-on session 2: Perceived fluency judgment |
| 10 | Fluency in second language testing (pp. 103-116): Fluency scales and descriptors, Fluency and L2 proficiency - Quiz 5 / *student presentation & final presentation preparation |
| 11 | Fluency in second language testing (pp. 116-123): Methodological perspective of fluency assessment - Quiz 6 / *student presentation & final presentation preparation |
| 12 | Group presentation 1 |
| 13 | Group presentation 2 |
| 14 | Final test |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Assigned readings will be provided via Canvas. Students are expected to download and read the materials carefully in advance and prepare for short quizzes and in-class discussions. To raise awareness of language use in the texts, students are encouraged to look up unfamiliar words and expressions using dictionaries or generative AI tools. Depending on the schedule, students may also be required to complete tasks outside of class, such as recording and analyzing speech data, reflecting on rating activities, and preparing group presentations and the final report. Specific instructions for each assignment will be provided in class as necessary.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Active participation(10%) Quiz(12%) Hands-on assignment 1 & 2(18%) Final project presentation(20%) Final project report(20%) Assigned reading presentation OR Final test(20%) |
| 備考 (Notes) | ||
| Students who present on assigned readings (6 in total) will be exempt from the final test. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Parvaneh Tavakoli & Clare Wright | Second Language Speech Fluency: From Research to Practice | Cambridge University Press | 2020 | 9781108730914 |
| その他 (Others) | |||||
| PDF files will be provided in class. | |||||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Sandra Götz | Fluency in native and nonnative English speech | John Benjamins | 2013 | 9789027203588 |
| 2 | Judit Kormos | Speech production and second language acquisition | Lawrence Erlbaum | 2006 | 0805856579 |
| 3 | Norman Segalowitz | The cognitive bases of second language fluency | Routledge | 2010 | 0805856625 |
| その他 (Others) | |||||
| Other references will be given in class. | |||||
All students are required to actively engage in class activities, including discussions and assignments. This class is particularly suited to students who wish to gain and deepen both theoretical and practical understanding of foreign language speaking performance and assessment, with a specific focus on speech fluency. The class also welcomes students who are interested in researching speech fluency or related topics at the undergraduate or graduate level. As the class is largely student-centered, it provides ample opportunities for presentations and frequent discussions with classmates.
Students may need to bring their own personal computer (PC) or tablet to every class to refer to PDF or online resources. However, laptops are essential for conducting hands-on sessions.
Instructor HP: https://takizawasla.weebly.com
It is recommended that the student’s English level is at or above
TOEFL(iBT) 58/3.5, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.
By the end of the course, students will be able to:
1) Understand and explain the concept of speech fluency in a second language, and reflect on real-world problems related to fluency
2) Understand and explain the process of speech production
3) Understand, explain, and calculate utterance fluency measures
4) Understand and reflect on how listeners perceive speakers’ fluency
5) Understand and reflect on issues relevant to speech fluency assessment
In this course, students are introduced to the concept of speech fluency in a second language and explore how fluency is understood, measured, and assessed in language learning contexts. Through careful reading of the textbook and selected academic literature, as well as active class discussions, students will consider why fluency is important in communication and how it relates to individual learner characteristics and other factors. In addition to theoretical perspectives, the course includes practical activities such as analyzing recorded speech samples and engaging in fluency rating tasks. Through these hands-on sessions, students will gain a deeper understanding of how speech is structured in terms of fluency features and how a speaker’s fluency is perceived by listeners. By engaging with both theory and practice, students will develop a clearer understanding of second language speech fluency and its relevance to language learning, teaching, and assessment.
| 1 | Course guidance - sign up for assigned reading presentation & group presentation |
| 2 | Introduction (pp. 1–18): Why fluency? What is fluency? Fluency and speech production model, etc. - familiarization of journal articles |
| 3 | Fluency from a psycholinguistic perspective (pp. 22-33): Historical perspectives of cognitive models of speech and fluency, L1 and L2 fluency, Cognitive fluency - Quiz 1 / *student presentation |
| 4 | Fluency from a psycholinguistic perspective (pp. 33-42): Fluency and individual differences, perceived fluency - Quiz 2 / *student presentation |
| 5 | Measuring utterance fluency (pp. 43-53): Historical perspective of measuring fluency - Quiz 3 / *student presentation |
| 6 | Measuring utterance fluency (pp. 53-63): Utterance fluency measures, Measuring fluency in different modes of speech - Quiz 4 / *student presentation |
| 7 | Hands-on session 1: Introduction to Praat |
| 8 | Hands-on session 1: Annotate own speech and compute utterance fluency measures |
| 9 | Hands-on session 2: Perceived fluency judgment |
| 10 | Fluency in second language testing (pp. 103-116): Fluency scales and descriptors, Fluency and L2 proficiency - Quiz 5 / *student presentation & final presentation preparation |
| 11 | Fluency in second language testing (pp. 116-123): Methodological perspective of fluency assessment - Quiz 6 / *student presentation & final presentation preparation |
| 12 | Group presentation 1 |
| 13 | Group presentation 2 |
| 14 | Final test |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Assigned readings will be provided via Canvas. Students are expected to download and read the materials carefully in advance and prepare for short quizzes and in-class discussions. To raise awareness of language use in the texts, students are encouraged to look up unfamiliar words and expressions using dictionaries or generative AI tools. Depending on the schedule, students may also be required to complete tasks outside of class, such as recording and analyzing speech data, reflecting on rating activities, and preparing group presentations and the final report. Specific instructions for each assignment will be provided in class as necessary.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Active participation(10%) Quiz(12%) Hands-on assignment 1 & 2(18%) Final project presentation(20%) Final project report(20%) Assigned reading presentation OR Final test(20%) |
| 備考 (Notes) | ||
| Students who present on assigned readings (6 in total) will be exempt from the final test. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Parvaneh Tavakoli & Clare Wright | Second Language Speech Fluency: From Research to Practice | Cambridge University Press | 2020 | 9781108730914 |
| その他 (Others) | |||||
| PDF files will be provided in class. | |||||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Sandra Götz | Fluency in native and nonnative English speech | John Benjamins | 2013 | 9789027203588 |
| 2 | Judit Kormos | Speech production and second language acquisition | Lawrence Erlbaum | 2006 | 0805856579 |
| 3 | Norman Segalowitz | The cognitive bases of second language fluency | Routledge | 2010 | 0805856625 |
| その他 (Others) | |||||
| Other references will be given in class. | |||||
All students are required to actively engage in class activities, including discussions and assignments. This class is particularly suited to students who wish to gain and deepen both theoretical and practical understanding of foreign language speaking performance and assessment, with a specific focus on speech fluency. The class also welcomes students who are interested in researching speech fluency or related topics at the undergraduate or graduate level. As the class is largely student-centered, it provides ample opportunities for presentations and frequent discussions with classmates.
Students may need to bring their own personal computer (PC) or tablet to every class to refer to PDF or online resources. However, laptops are essential for conducting hands-on sessions.
Instructor HP: https://takizawasla.weebly.com
It is recommended that the student’s English level is at or above
TOEFL(iBT) 58/3.5, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.