Using Causal Explanation Speaking Tasks to Assess Young EFL Learners' Speaking Ability: The Effects of Age, Cognitive, and L2 Linguistic Development

Autor/inn/en	Ding, Wenjun; Yu, Guoxing
Titel	Using Causal Explanation Speaking Tasks to Assess Young EFL Learners' Speaking Ability: The Effects of Age, Cognitive, and L2 Linguistic Development
Quelle	In: Language Assessment Quarterly, 20 (2023) 3, S.251-276 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Wenjun) ORCID (Yu, Guoxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2023.2206811
Schlagwörter	Speech Communication; Language Tests; Vocabulary Development; Native Language; Chinese; English (Second Language); Second Language Learning; Grade 4; Grade 6; Task Analysis; Language Proficiency; Language Usage; Form Classes (Languages); Foreign Countries; Receptive Language; Expressive Language; Correlation; Cognitive Ability; Age Differences; China + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Wortschatzarbeit; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Analytischer Sprachbau; Ausland; Rezeptive Kommunikationsfähigkeit; Korrelation; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied
Abstract	This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests. We examined how their CEST performance scores, choice of causal antecedents, and speech utterances were related with language modes of the tasks (L1 vs. L2), grade levels, and L2 vocabulary sizes. L2 CEST performance scores were found to have significant positive correlations with L2 productive vocabulary size. CESTs were found to be generally cognitively appropriate for YLLs because their high scores in L1 performance indicated that performing CESTs is within their L1 capacity. By examining causal connectives used by YLLs, we found that learners from both age groups had cognitive ability sufficient to verbalise causality. Yet YLLs' cognitive ability to interpret and verbalise mental states is still developing and reasoning between causal antecedents that have competing causal relationship with the final state can be cognitively challenging. We discussed the findings with reference to the design of cognitively appropriate CESTs that can assess both language and thinking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01