Investigating the Relationship Between Vocabulary Knowledge and FL Speaking Performance
Investigating the Relationship Between Vocabulary Knowledge and FL Speaking Performance
复制标题
词汇知识与外语口语表现之间关系的调查
DOI：
10.5539/ijel.v10n1p37
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
T. Alharthi
中科院分区：
文献类型：
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作者：
T. Alharthi
研究强调了词汇学习对于第二语言学习者应对阅读和听力等基本技能的语言需求的重要性。然而，很少有实证研究调查特定词汇知识结构对口语技能的关联强度。为了更全面地理解这种关系的实际意义，本文提出了收集的经验证据，以探索有效词汇知识的衡量标准以及该衡量标准与演讲成功的相关程度以及能够预测演讲成功的程度。沙特阿拉伯 (SA) 的 18 名大学二年级英语作为外语 (EFL) 学习者完成了生产性词汇水平测试 (PVLT)、口语面试和口语任务。对 PVLT 得出的测试分数进行分析，产生一系列描述性统计数据，并进行相关分析以确定 PVLT 测量值与演讲成功之间的关系。分析显示，从最高频率到最不频繁的单词级别，分数呈一致下降模式。对数据的仔细检查表明，参与者在 PVLT 的 5 个单词级别上的成功表现在 2,000 和 3,000 单词级别上表现更好，事实上，结果表明只有这些单词级别对预测口语分数有贡献。基于这些发现，我们得出了对词汇教学环境的启示，并为未来词汇和口语联系的研究提供了建议。
Research has highlighted the importance of vocabulary learning in order for L2 learners to cope with the linguistic demands of fundamental skills such as reading and listening. However, few empirical studies have investigated the relative strength of the association of a specific construct of vocabulary knowledge has on the skill of speaking. To understand more fully the practical implications of such a relationship, this paper presents empirical evidence gathered to explore a measure of productive vocabulary knowledge and the degree to which this measure correlates with and is able to predict speaking success. A cohort of 18 sophomore university learners of English as a foreign language (EFL) in Saudi Arabia (SA) completed the Productive Vocabulary Levels Test (PVLT), an oral interview and a speaking task. Test scores derived from PVLT were analyzed to produce a range of descriptive statistics, which underwent correlational analyses to determine the relationship between the measure of PVLT and speaking success. Analyses revealed a consistent pattern of declining scores from the highest to the least frequent word levels. A closer examination of the data showed that the participants’ success across the five-word levels of the PVLT showed better performance on the 2,000 and 3,000-word levels, in fact, the results indicated that only these word levels made a contribution to predicting speaking scores. Based on these findings, we draw implications for vocabulary teaching contexts and provide suggestions for future studies on vocabulary and speaking link.