The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks.

Autor/inn/en	Kormos, Judit; Suzuki, Shungo; Eguchi, Masaki
Titel	The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks.
Quelle	In: System : an international journal of educational technology and applied linguistics, 108 (2022) Art. 102854, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102854
Schlagwörter	Verstehen; Sprachunterricht; Wortschatz; Englischunterricht; Lesen; Modalität; Präsentation; Studie; Zusammenfassung; Japan
Abstract	Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants' vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository informational texts that were presented in reading-only mode and in reading-while-listening mode, using a within-subject design. The results showed that participants produced fewer overlapping 5-grams in reading-while-listening condition than in the reading-only condition. However for shorter n-grams no significant differences between modes of exposure were found. Students with larger vocabulary size produced less lexical overlap with the input text at the level of single words. We discuss the implications of the findings of the study for language teaching pedagogy.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1