Lexical Competence Underlying Second Language Word Association Tasks: Examining the Construct Validity of Response Type and Response Time Measures

Autor/inn/en	Eguchi, Masaki; Suzuki, Shungo; Suzuki, Yuichi
Titel	Lexical Competence Underlying Second Language Word Association Tasks: Examining the Construct Validity of Response Type and Response Time Measures
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 1, S.112-142 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eguchi, Masaki) ORCID (Suzuki, Shungo) ORCID (Suzuki, Yuichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000164
Schlagwörter	Second Language Learning; Associative Learning; English (Second Language); Second Language Instruction; Vocabulary Development; Oral Language; Cartoons; Decision Making; Task Analysis; Phrase Structure; Cues; Recall (Psychology); Scores; Prediction; Speech Communication; Reaction Time; Profiles; Correlation; Foreign Countries; Narration; Computer Assisted Testing; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Zeichentrickfilm; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Phrasenstruktur; Stichwort; Abberufung; Vorhersage; Reaktionsvermögen; Charakterisierung; Profilanalyse; Korrelation; Ausland
Abstract	This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence--size, organization, and accessibility--and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and accessibility), and an oral cartoon narrative (lexical richness). Regression analyses explored how well these lexical competence and performance scores predicted two WA outcome variables: response profiles and response times. Form-recall vocabulary knowledge, (collocational) priming, and lexical richness explained a large amount of variance in WA response type profiles ("Nagelkerke's pseudo R[superscript 2]" = 0.901). Form-recall vocabulary knowledge and lexical decision time explained 28.5% of the variance of WA response times. A three-stage model of L2 WA task performance is proposed to account for the constructs underlying WA performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01