Multi- or Single-Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech

Autor/in	Saito, Kazuya
Titel	Multi- or Single-Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech
Quelle	In: Language Learning, 70 (2020) 2, S.548-588 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12387
Schlagwörter	Second Language Learning; Speech Communication; Native Language; Phrase Structure; Language Usage; Language Proficiency; Profiles; Task Analysis; Evaluators; Vocabulary; Scores; Role; Context Effect; Pictorial Stimuli; Japanese; English (Second Language); Pronunciation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Phrasenstruktur; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Charakterisierung; Profilanalyse; Aufgabenanalyse; Wortschatz; Rollen; Fantasieanregung; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Aussprache
Abstract	The current study examined the degree to which collocation use (i.e., meaningful co-occurrences of multiple words) is related to first language (L1) raters' intuitive judgments of second language (L2) speech. Speech samples from a picture description task performed by 85 Japanese learners of English with varied L2 proficiency profiles were transcribed for 10 L1 raters to access for global comprehensibility (the extent to which speech can be easily understood) and lexical appropriateness (the extent to which words are used adequately and naturally in context). The samples were then submitted to a range of lexical measures tapping into the collocation (frequency, association), depth (abstractness), and breadth aspects (frequency, range) of L2 vocabulary use. Results of the statistical analyses showed that the raters' comprehensibility and lexical appropriateness scores were strongly determined by the L2 speakers' use of low-frequency combinations containing infrequent, abstract, and complex words (i.e., mutual information). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01