Exploring the Relationship between Productive Vocabulary Knowledge and Second Language Oral Ability

Autor/inn/en	Uchihara, Takumi; Saito, Kazuya
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01