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Autor/inn/en | Uchihara, Takumi; Saito, Kazuya |
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Titel | Exploring the Relationship between Productive Vocabulary Knowledge and Second Language Oral Ability |
Quelle | In: Language Learning Journal, 47 (2019) 1, S.64-75 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-1736 |
DOI | 10.1080/09571736.2016.1191527 |
Schlagwörter | Nouns; Phrase Structure; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Scores; Expressive Language; Prediction; Speech Communication; Language Proficiency; Pictorial Stimuli; Task Analysis; Language Processing; Pronunciation; Language Fluency; Correlation; Oral Language; Undergraduate Students; Foreign Countries; Teaching Methods; Language Tests; Japan Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Vorhersage; Language skill; Language skills; Sprachkompetenz; Fantasieanregung; Aufgabenanalyse; Sprachverarbeitung; Aussprache; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest |
Abstract | The current study investigated the extent to which L2 learners' productive vocabulary knowledge could predict multiple dimensions of spontaneous speech production. A total of 39 English as a foreign language (EFL) participants with varying L2 proficiency levels first completed a productive vocabulary knowledge task (Lex30). Their spontaneous speech, elicited via a series of picture description tasks, was then assessed for comprehensibility (i.e. ease of understanding), accentedness (i.e. linguistic nativelikeness) and fluency (i.e. speech rate). The findings showed that the productive vocabulary scores significantly correlated with L2 fluency, but not with comprehensibility or accentedness. These results suggest that more proficient L2 learners, as measured by productive vocabulary scores, may speak spontaneously with fewer pauses and repetitions, and at a faster tempo. Finally, future research directions are discussed with a focus on the relationships between vocabulary knowledge and speaking. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |