the role of vocabulary and grammar knowledge in second-language oral fluency: a correlational study...
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The role of vocabulary and grammar knowledge in second-language oral
fluency: A correlational study
Nel de Jong, Free University AmsterdamLaura Halderman, University of Pittsburgh
SLRF 2009, Michigan State University
Oral Fluency in L2 Speakers
• Broad vs. narrow definition (Lennon, 1990)– Broad: general oral proficiency– Narrow: speed and smoothness of oral
delivery • Oral fluency depends on fast and automatic
retrieval of vocabulary and processing of grammar knowledge (e.g., Levelt, 1999; Kormos, 2006; Schmidt, 1992)
• Lexical and grammatical knowledge play a large role in second language oral fluency
Lexical knowledge
• Lexical retrieval in writing– Lexical retrieval training of words lead to greater
use of those items and more essential content elements were expressed. No effect on global text quality. (Snellings et al., 2004)
• Lack of (access to) lexical knowledge is a major cause of dysfluencies (Hilton, 2007)
Aspects of Lexical Knowledge
• Breadth– How many words a person knows– Greater breadth leads to fewer lexical searches
• Depth– How well a person knows a word– Greater depth leads to easier integration into
context• Lexical retrieval speed
– How fast a person retrieves a word– Faster retrieval leads to less dysfluencies
Grammatical knowledge
• Automatic syntactic encoding is fast and requires little attention – (Anderson et al., 2004; Kormos, 2006; Segalowitz &
Hulstijn, 2003)
• Automaticity leads to oral fluency – (De Jong & Perfetti, in preparation; Towell, Hawkins, &
Bazergui, 2006)
• Implicit grammatical knowledge can tell us what structures have been proceduralized
Research Goal
Examine the relationship between lexical and grammatical knowledge and oral fluency in a
sample of English Language Learners
Our Tests• Picture Naming – Immediate & Delayed
– Breadth of Lexical Knowledge– Lexical Retrieval Speed (Immediate)– Articulation Rate (Delayed)
• Vocabulary Knowledge Scale– Depth of Lexical Knowledge
• Elicited Imitation– Grammatical Knowledge
• Two minute recorded monologue– Oral production sample
Measures of Oral Fluency
• Temporal Measures:A.Length of fluent runs
– Number of syllables between pausesB.Length of pausesC.Phonation/time ratio
– % of time filled with speechD.Articulation rate
– Syllables per minute(Kormos & Dénes; Towell et al., 1996)
Hypotheses
1. Greater breadth of vocabulary [PN accuracy] => longer fluent runs; higher phonation/time ratio
2. Faster lexical retrieval [Imm. PN RT] => shorter pauses
3. Greater vocabulary depth [VKS] => longer fluent runs
4. Greater grammatical ability [EI] => longer fluent runs
Participants
• 23 students enrolled in English language courses; Speaking course
• High intermediate (~60-79 on Michigan Test of English Language Proficiency)
• L1s: Arabic (3), Chinese (3), French (1), Italian (2), Japanese (3), Korean (5), Russian (1), Slovak (1), and Spanish (1), Turkish (3)
Picture Naming• Immediate
– Timing began as soon as the picture was shown
• Delayed– Timing began at the onset of a “beep” that was
played 3 seconds after the picture appeared
• 24 pictures of nouns each• Frequency bands sampled
– 1-1000, 1001-2000, 2001-3000 & 3001-10,000
• Measures – Accuracy & Reaction Time
Vocabulary Knowledge Scale• 12 nouns, 12 verbs• Four frequency bands:
– 1-2000, 2001-3000, 3001-5000 & 5001-10,000• Definitions:
– 1-9 words; avg. 4.0 words– Only 2,000 most frequent words– Distracter definitions adapted from Vocabulary Levels Test
Elicited Imitation
• 32 sentences, 16 were grammatically incorrect• 8 grammatical structures:
– third person singular –s – regular plural nouns– embedded questions – regular past tense– indefinite articles – relative clauses– Modals – verb complements
• Sentences: 6-11 words, avg. 8.2• Sampled from Erlam (2006)
Elicited ImitationTarget
structureGrammatically correct Grammatically
incorrect
Embedded questions
It’s not clear when the next election will be
Everyone wants to know what is the president like
Relative clauses
It’s wrong to make a promise that you can’t keep .
Jobs that people like them pay a lot
Verb complements
Some universities allow students to travel abroad for a year
Expensive restaurants ask their customers to wearing nice clothes
Results: Time 1PN PN overall overall accuracyaccuracy
PN PN immediate immediate RTRT††
VKSVKS EI EI accuracyaccuracy
LFRLFR -.119-.119 -.337-.337 .438*.438* .597***.597***
MLPMLP .365.365 -.256-.256 -.338-.338 -.029-.029
PTRPTR -.467*-.467* .155.155 .408.408 .187.187
ARAR -.029-.029 -.382-.382 .423*.423* .678***.678***
* p* p < .05; ** < .05; ** pp < .01; *** < .01; *** pp < .001 < .001† † Frequency 1-1000 & 2001-3,000 onlyFrequency 1-1000 & 2001-3,000 only
Results: Time 2PN PN overall overall accuracyaccuracy
PN PN immediate immediate RTRT††
PN PN immediate immediate accuracy accuracy
EI EI accuracyaccuracy
LFRLFR .149.149 -.306-.306 .267.267 .315.315
MLPMLP -.344-.344 .192.192 -.448*-.448* .032.032
PTRPTR .347.347 -.103-.103 .445*.445* -.058-.058
ARAR -.030-.030 -.538*-.538* .067.067 .508*.508*
* p* p < .05; ** < .05; ** pp < .01; *** < .01; *** pp < .001 < .001† † Frequency 1-1000 & 2001-3,000 onlyFrequency 1-1000 & 2001-3,000 only
Conclusions from Correlations• PN accuracy (breadth) correlates with MLP and PTR,
but inconsistently• Outlier in the Pretest measures?• Easier to find appropriate word (more fluent)
• EI (grammatical ability) and VKS (depth) correlate with LFR– Building sentence structures
• EI (grammatical ability) and VKS (depth) correlate with AR– Do students slow down their articulation rate for
planning?
Gains Time 1 – Time 2:Picture Naming Accuracy
• Main effect of pre/post• Main effect of frequency• Interaction - naming type
by frequency– Frequency effect only in
Immediate Naming:– Naming under time
pressure is less accurate
Gains Time 1 – Time 2:Picture Naming Reaction Time
• Main effect of naming type
• Interaction - naming type by time– Effect of time only in
Delayed Naming:– No improvement in lexical
retrieval, but in initiation of articulatory processes (cf. Barry et al., 2001)
Gains Time 1 – Time 2:Elicited Imitation
Main effects• time, structure, accuracy
Interaction (marginally sign.)
• structure X accuracy X pretest/posttest
Conclusions from Pre/Post-tests
• Improvement in vocabulary breadth• Improvement in initiation of articulatory
processes• Naming under time pressure is less accurate
– Lexical retrieval in speeches also occurs under time pressure
• Improvement in grammatical ability– Mostly noun plurals, relative clauses, verb
complements
Hypotheses
1. Greater breadth of vocabulary [PN accuracy] => longer fluent runs; higher phonation/time ratio• PTR: yes; MLFR: no
2. Faster lexical retrieval [Imm. PN RT] => shorter pauses• No support
3. Greater vocabulary depth [VKS] => longer fluent runs• Yes; and higher articulation rate
4. Greater grammatical ability [EI] => longer fluent runs• Yes; and higher articulation rate
Possible Explanations
• Curriculum focuses on academic vocabulary acquisition– Our Pictures sample more general vocabulary and
highly imageable nouns
• Recorded monologues are very open-ended– It’s hard to predict what vocabulary and
grammatical structures they will use
Many thanks to:
• Co-PIs: Prof. Charles Perfetti, Dr. Laura Halderman• Research assistants: Colleen Davis, Mary Lou Vercellotti
• The students and teachers at the ELI• The Robert Henderson Language Media Center• Pittsburgh Science of Learning Center
• Contact: [email protected], [email protected]
This work was supported in part by the Pittsburgh Science of Learning Center, which is funded by the National Science Foundation award number SBE-0354420.
Correlations Gains – Gains
Gain in PTR with gain in Delayed Picture Naming
r = .477, p = .053n = 17
All other correlations n.s.
Elicited ImitationTarget structure Grammatically correct Grammatically incorrect
Third person singular –s
Every good story deserves a long title The temperature change a lot every season
Embedded questions
It’s not clear when the next election will be
Everyone wants to know what is the president like
Indefinite articles Everyone likes to live in a big house Everyone has telephone in their home
Modal verbs You must study for years to speak English well
Everyone should to learn a second language
Regular plural nouns
Policemen arrest many criminals every day
Car companies use many machine to build their products
Regular past tense A long time ago, nobody lived in cities Last month, scientist discover a new moon
Relative clauses It’s wrong to make a promise that you can’t keep
Jobs that people like them pay a lot
Verb complements Some universities allow students to travel abroad for a year
Expensive restaurants ask their customers to wearing nice clothes
Overall Conclusions• Vocabulary breadth predicts fluency
– At single points in time: MLP and PTR– Gain: only Accuracy on Delayed Naming with PTR
• Lexical retrieval speed predicts articulation rate– Articulation rate is not a reflection of proceduralization
• Vocabulary depth predicts fluency– At single points in time: MLFR, AR– Gain: no post-test
• Implicit Grammar Knowledge predicts fluency measures the most– At single points in time: MLFR, AR– Gain: no significant correlations with temporal measures