Analysis of Korean EFL Learners’ Vocabulary Use in the Read-to-Speak Tasks
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This study examined Korean EFL learners' vocabulary use in read-to-speak tasks across CEFR proficiency levels, focusing on lexical fluency, sophistication and diversity. Probit regression analyses of 237 texts from the Korean English Learners' Spoken Corpus (Jung, 2021) revealed that more proficient learners used more unique words, more academic words, and a wider variety of words. Regardless of the word counting unit (token, type, or lemma), lexical fluency emerged as the strongest predictor of L2 oral proficiency. In addition to the use of academic words, the use of 2K-level words significantly influenced the speaking scores. As with lexical diversity, both measures of textual lexical diversity (MTLD) and moving average type-token ratio (MATTR) successfully differentiated between proficiency levels, while traditional type-token ratio (TTR) did not. Pedagogical implications are discussed for L2 vocabulary and speaking instruction.
Abstract
This study examined Korean EFL learners' vocabulary use in read-to-speak tasks across CEFR proficiency levels, focusing on lexical fluency, sophistication and diversity. Probit regression analyses of 237 texts from the Korean English Learners' Spoken Corpus (Jung, 2021) revealed that more proficient learners used more unique words, more academic words, and a wider variety of words. Regardless of the word counting unit (token, type, or lemma), lexical fluency emerged as the strongest predictor of L2 oral proficiency. In addition to the use of academic words, the use of 2K-level words significantly influenced the speaking scores. As with lexical diversity, both measures of textual lexical diversity (MTLD) and moving average type-token ratio (MATTR) successfully differentiated between proficiency levels, while traditional type-token ratio (TTR) did not. Pedagogical implications are discussed for L2 vocabulary and speaking instruction.
참고문헌 (49)
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