Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance: Cognitive, Affective, and Sociocultural Perspectives

Acknowledgments
Contents
List of Figures
List of Tables
1 Introduction
	1.1 Research Introduction
	1.2 Research Significance and Rationale
	1.3 Research Context
		1.3.1 The Development of CSL
		1.3.2 The CSL Teaching Syllabi
		1.3.3 The CSL Teaching Principles
		1.3.4 Summary
	1.4 Overview of the Book
	References
2 Theoretical and Conceptual Frameworks
	2.1 Affective Filter Hypothesis and Automaticity
		2.1.1 Affective Filter Hypothesis
		2.1.2 Automaticity
		2.1.3 Summing Up
	2.2 Willingness to Communicate Model
		2.2.1 The Pyramid Model of L2 WTC
		2.2.2 Critiques of L2 WTC Model
		2.2.3 Summing Up
	2.3 L2 Motivational Self System
		2.3.1 Reconceptualization of Integrativeness
		2.3.2 L2 Motivational Self-system
		2.3.3 Summing Up
	2.4 Speech Production Models
		2.4.1 Levelt’s and de Bot’s Speech Production Models
		2.4.2 Critiques of the Bilingual Language Production Model
		2.4.3 Segalowitz’s L2 Speech Production Model
		2.4.4 Critiques of the L2 Speech Production Model
		2.4.5 Summing Up
	2.5 Chapter Summary
	References
3 Speech Competence and Speech Performance: A Literature Review
	3.1 Competence and Performance
		3.1.1 Competence
		3.1.2 Congruence and Disparities on Competence
		3.1.3 CSL Speech Competence
		3.1.4 Performance and CSL Speech Performance
		3.1.5 Necessity for Reexamination of Competence and Performance
	3.2 Competence and Performance Assessment
	3.3 Principles and Dimensions of L2 Assessment
	3.4 Chapter Summary
	References
4 L2 Learning and Speaking: A Literature Review
	4.1 Cognitive Perspectives on L2 Learning and Speaking
		4.1.1 L2 Speech Planning
		4.1.2 Learning Style
		4.1.3 Speaking Strategy
	4.2 Affective Perspectives on L2 Learning and Speaking
		4.2.1 Anxiety
		4.2.2 Self-efficacy
		4.2.3 Motivation
		4.2.4 WTC
	4.3 Sociocultural Perspectives on L2 Learning and Speaking
		4.3.1 Definitions of Attitude
		4.3.2 Constructs and Measures of Attitude
		4.3.3 Research on Sociocultural Attitudes
		4.3.4 Summing Up
	4.4 Multilingualism in L2 Learning and Speaking
	4.5 Chapter Summary
	References
5 Research Design and Methodology
	5.1 Research Aims
	5.2 Research Design
	5.3 Research Instruments Rationale
		5.3.1 Quantitative Data Collection Instruments
		5.3.2 Qualitative Data Collection Instruments
	5.4 Instruments Piloting and Validation
		5.4.1 Questionnaire Piloting and Validation
		5.4.2 Tests Piloting
		5.4.3 Interviews Piloting
	5.5 Data Collection and Analysis
		5.5.1 Quantitative Data Collection and Analysis
		5.5.2 Qualitative Data Collection and Analysis
	5.6 Ethical Considerations
	5.7 Chapter Summary
	References
6 Quantitative Results and Discussions
	6.1 Background Information Results
	6.2 Reliability and Validity of the CSLLQ
		6.2.1 Reliability and Validity of the PLSPQ
		6.2.2 Reliability and Validity of the SSQ
		6.2.3 Reliability and Validity of the ASAQ
	6.3 Quantitative Findings for Research Question 1
		6.3.1 Quantitative Results of Research Question 1
		6.3.2 Summary of Findings
	6.4 Quantitative Findings for Research Question 2
		6.4.1 Differences Between the Intermediate and the Advanced Speech Competence Groups of CSL Multilinguals
		6.4.2 Differences Between the Intermediate and the Advanced Speech Performance Groups of CSL Multilinguals
		6.4.3 Summary of Findings
	6.5 Quantitative Findings for Research Question 3
		6.5.1 Results of the General Cognitive Features of CSL Multilinguals
		6.5.2 Results of the Relationships Between Cognitive Factors and Speech Competence
		6.5.3 Results of the Relationships Between Cognitive Factors and Speech Performance
		6.5.4 Summary of Findings
	6.6 Quantitative Findings for Research Question 4
		6.6.1 Results of the General Affective Features of CSL Multilinguals
		6.6.2 Results of the Relationships Between Affective Factors and Speech Competence
		6.6.3 Results of the Relationships Between Affective Factors and Speech Performance
		6.6.4 Summary of Findings
	6.7 Quantitative Findings for Research Question 5
		6.7.1 Results of the General Sociocultural Features of CSL Multilinguals
		6.7.2 Results of the Relationships Between Sociocultural Factors and Speech Competence
		6.7.3 Results of the Relationships Between Sociocultural Factors and Speech Performance
		6.7.4 Summary of Findings
	6.8 Discussion of Findings
		6.8.1 Relationship Between Speech Competence and Speech Performance
		6.8.2 Differences Between the Intermediate and the Advanced CSL Multilinguals
		6.8.3 Influences of Cognitive Factors on CSL Multilinguals’ Speech Competence and Speech Performance
		6.8.4 Influences of Affective Factors on CSL Multilinguals’ Speech Competence and Speech Performance
		6.8.5 Influences of Sociocultural Factors on CSL Multilinguals’ Speech Competence and Speech Performance
	References
7 Qualitative Results and Discussion
	7.1 Background Information
	7.2 Qualitative Findings and Discussion of Research Question 1
		7.2.1 Intermediate CSL Multilinguals’ Perspectives on Speech Competence and Speech Performance
		7.2.2 Advanced CSL Multilinguals’ Perspectives on Speech Competence and Speech Performance
		7.2.3 Summary and Discussion
	7.3 Qualitative Findings and Discussion of Research Question 2
	7.4 Qualitative Findings and Discussion of Research Question 3
		7.4.1 Intermediate CSL Multilinguals’ Perspectives on Learning Style
		7.4.2 Advanced CSL Multilinguals’ Perspectives on Learning Style
		7.4.3 Intermediate CSL Multilinguals’ Perspectives on Speaking Strategies
		7.4.4 Advanced CSL Multilinguals’ Perspectives on Speaking Strategies
		7.4.5 CSL Multilinguals’ Perspectives on Age and Processing Speed
		7.4.6 Summary and Discussion
	7.5 Qualitative Findings and Discussion of Research Question 4
		7.5.1 Intermediate CSL Multilinguals’ Perspective on Motivation
		7.5.2 Advanced CSL Multilinguals’ Perspectives on Motivation
		7.5.3 Intermediate CSL Multilinguals’ Perspectives on L2 Anxiety
		7.5.4 Advanced CSL Multilinguals’ Perspectives on L2 Anxiety
		7.5.5 Intermediate CSL Multilinguals’ Perspectives on L2 Speaking Self-efficacy
		7.5.6 Advanced CSL Multilinguals’ Perspectives on L2 Speaking Self-efficacy
		7.5.7 Intermediate CSL Multilinguals’ Perspectives on L2 WTC
		7.5.8 Advanced CSL Multilinguals’ Perspectives on L2 WTC
		7.5.9 Summary and Discussion
	7.6 Qualitative Findings and Discussion of Research Question 5
		7.6.1 Intermediate CSL Multilinguals’ Perspectives on L2 Cultural Interest
		7.6.2 Advanced CSL Multilinguals’ Perspectives on L2 Cultural Interest
		7.6.3 Intermediate CSL Multillinguals’ Perspectives on Attitudes Toward L2 Communities
		7.6.4 Advanced CSL Multilinguals’ Perspectives on Attitudes Toward L2 Communities
		7.6.5 Intermediate CSL Multilinguals’ Perspectives on Attitudes Toward L2 Classes
		7.6.6 Advanced CSL Multilinguals’ Perspectives on Attitudes Toward L2 Classes
		7.6.7 Summary and Discussion
	7.7 Multilingualism Influence on L2 Chinese Speech Competence/Performance
	References
8 Conclusion, Implication, Limitation, and Recommendation
	8.1 Quantitative Summary
	8.2 Qualitative Summary
	8.3 Brief Conclusion
	8.4 Theoretical Implications
	8.5 Practical Implications
	8.6 Limitations
	8.7 Recommendations for Future Research
	References
Appendix A Chinese as Second Language Learner Questionnaire (Pilot Version)
Appendix B The Six-Factor Structure of the PLSPQ
Appendix C Factor Loadings of the Four-Factor Structure of the PLSPQ
Appendix D Item-Total Correlation in the PLSPQ
Appendix E Factor Loadings of the Three-Factor Structure of the SSQ
Appendix F Factor Loadings of the Seven-Factor Structure of the ASAQ
Appendix G Chinese as Second Language Learner Questionnaire (Finalized)
Appendix H Qualitative Instruments
Appendix I The Four-Factor Structure of the PLSPQ
Appendix J The Three-Factor Structure of the SSQ
Appendix K The Seven-Factor Structure of the ASAQ