آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,412 |
| تعداد مقالات | 17,357 |
| تعداد مشاهده مقاله | 55,965,090 |
| تعداد دریافت فایل اصل مقاله | 18,176,221 |
Relationship between Second Language Deep Vocabulary Knowledge and Speaking Performance: Mediation of Task Type | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 12، شماره 26، بهمن 2020، صفحه 29-57 اصل مقاله (416.41 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.11466 | ||
| نویسندگان | ||
| Davoud Amini* ؛ Rana Ansari؛ Bahram Behin | ||
| Department of English Language and Literature, Azarbaijan Shahid Madani University | ||
| چکیده | ||
| Most of the models accounting for L2 oral production have deemed a significant role for vocabulary knowledge in this process. Previous studies have demonstrated a positive relationship between different aspects of lexical knowledge and performance or proficiency of second language skills including the speaking performance. Meanwhile, the findings have suggested a determining role for the task type used for measuring speaking performance when one or more aspects of lexical knowledge are in focus. This study was conducted to investigate the relationship between the EFL Learners’ deep vocabulary knowledge (DVK) and speaking performance by scrutinizing the mediating role of task type. To this end, 102 bachelor ELT students were given Word Associate Test to measure their DVK, and a planned presentation task and unplanned tasks of description, narration and reasoning to elicit speaking performance. The elicited samples of speaking performance were transcribed and analyzed in terms of fluency, accuracy, lexical complexity and grammatical complexity. Structural equation modeling indicated a lack of causal relationship between DVK and aspects of speaking performance as measured with both planned and unplanned tasks. However, mixed results were obtained in the case of the correlations of fluency, accuracy, grammatical complexity and lexical complexity with DVK across different tasks. Although the findings do not provide evidence for a strong relationship between DVK and speaking performance when DVK is analyzed in isolation from other aspects of vocabulary knowledge, the variation witnessed in findings provide further proof for the importance of task effectiveness in the study of lexical access. | ||
| کلیدواژهها | ||
| Deep vocabulary knowledge؛ Speaking performance؛ Task type؛ planned task؛ Narration task؛ Description task؛ Reasoning task | ||
| مراجع | ||
|
Afshari, S., & Tavakoli, M. (2016). The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension. International Journal of Research Studies in Language Learning 6, 3, 13-24.
Alderson, J. C. (2000). Assessing reading. Cambridge: CUP.
Amini, D. (2014). Taking sides: A textbook for topic-based conversation classes. Tabriz: Forouzesh Publications.
Atai, M. R., & Dabbagh, A. (2010). Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing. TELL 4, 2, 27 – 49.
Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18, 191–208.
Baleghizade, S., & Khaledian, P. (2016). Investigating the relationship between depth and breadth of vocabulary knowledge and listening comprehension across different proficiency levels among Iranian EFL learners. International Journal for 21st Century Education, 3 (Special Issue ‘Language Learning and Teaching’), 63-75.
Brown, G., & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Dabbagh, A., Janebi, M. (2017). The role of vocabulary breadth and depth in predicting second language descriptive writing performance. The Language Learning Journal,47(5), 575-590 .
de Bot, K. (1992). A bilingual production model: Levelt’s ‘speaking’ model adapted. Applied Linguistics, 13, 1-24.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 3-34). Amsterdam, the Netherlands: John Benjamins.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: OUP.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
Fulcher, G. (2003). Testing second language speaking. Essex, U.K.: Pearson Education Limited.
Funato, S., & Ito, H. (2008). An empirical study on basic requirements for Japanese EFL learners to achieve oral fluency in English. Annual Review of English Language Education in Japan, 19, 41-50.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Hilton, H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language Learning Journal, 36, 153–166.
Hunt, A. & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17(1), 23-59.
Kaivanpanah, S., & Zandi, H. (2009). The Role of Depth of Vocabulary Knowledge in Reading Comprehension in EFL Contexts. Journal of Applied Sciences, 9, 698-706.
Koizumi, R. (2005). Attainment levels of speaking ability of Japanese junior high school students. JLTA (Japan Language Testing Association) Journal, 7, 31-50.
Koizumi, R., & In’nami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language teaching and Research, 4(5), 900-913.
Kormos, J. (2006). Speech Production and Second Language Acquisition. New York: Lawrence Erlbaum Associates.
Levelt, W. J. M. (1989). Speaking: From intention to articulation. MA: MIT Press.
Levelt, W. J. M. (1993). The architecture of normal spoken language use. In G. Blanken, J. Dittmann, H. Grimm, J. C. Marshall, & C. W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp. 1-15). Berlin: Walter de Gruyter.
Li, M., & Kirby, J. R. (2014). The effects of vocabulary Breadth and Depth on English Reading. Applied Linguistics, 36(5), 1-25.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
McNamara, T. (1996). Measuring second language performance. Essex, U.K.: Addison Wesley Longman Limited.
Qian, D. & Schedle, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance, Language Testing, 21(1), 28-52.
Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536.
Ramezanee, A., & Hakimi, K. (2004). The speaking test of IELTS with ample samples and examples. Tehran: Rahnama Publishers.
Rashidi, N., & Khosravi, N. (2010). Assessing the Role of depth and breadth of vocabulary knowledge in reading comprehension of Iranian EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 14 (1), 81-108.
Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment (pp. 41–60). Mahwah, NJ: Lawrence Erlbaum.
Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
Sandlund, E., Sundqvist, P., Nyroos, L. (2016). Testing L2 Talk: A review of empirical studies on second language oral proficiency testing. Language and Linguistics Compass, 10 (1), 14-29.
Schmitt, N. (2010). Researching Vocabulary. A Vocabulary Research Manual. Basingstoke: Palgrave Macmillan.
Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition, 26,173–199.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49, 93-120.
Stahr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.
Stahr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(4), 577- 607.
Tahmasebi, G.-A., Ghaedrahmat, M., &Haqverdi, H. (2013). The relationship between language proficiency and Iranian EFL learners’ knowledge of vocabulary depth versus vocabulary breadth. Latin American Journal of Content and Language Integrated Learning, 6(2), 96-111.
Tarone, E. (2005). Speaking in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 485-502). Mahwah, NJ: Lawrence Erlbaum.
Teng, H. C. (2007). A study of task type for L2 speaking assessment. Paper presented at the Annual Meeting of the International Society for Language Studies (ISLS), Honolulu, HI, 2007.
Trent, J. (2009). Enhancing oral participation across curriculum: Some lessons from the EAP classroom. Asian EFL Journal, 11(1).
Uchihara, T., & Saito, K. (2016). Exploring the relationship between productive vocabulary knowledge and second language oral ability, Language Learning Journal, 47(1), 64-75.
Zhang, D., & Koda, K. (2017). Assessing L2 vocabulary depth with word associates format tests: Issues, findings and suggestions. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-30. | ||
|
آمار تعداد مشاهده مقاله: 773 تعداد دریافت فایل اصل مقاله: 995 |
||