Relationship between Second Language Deep Vocabulary Knowledge and Speaking Performance: Mediation of Task Type

Document Type : Research Paper


Department of English Language and Literature, Azarbaijan Shahid Madani University



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. 


Article Title [فارسی]

رابطه بین عمق دانش واژگانی و عملکرد گفتاری در زبان دوم با تکیه بر نقش میانجی گری نوع تکلیف

Authors [فارسی]

  • داود امینی
  • رعنا انصاری
  • بهرام بهین
گروه زبان و ادبیات انگلیسی، دانشگاه شهید مدنی آذربایجان
Abstract [فارسی]

در اغلب مدل های ارائه شده در مورد تولید شفاهی زبان دوم، دانش واژگانی جایگاه ویژه ای دارد. مطالعات قبلی مؤید رابطه ای مثبت بین جنبه های مختلف دانش واژگانی و عملکرد یا توانش در مهارتهای زبان دوم من جمله مهارت گفتاری است. در عین حال یافته ها حاکی از نقش تعیین کنندۀ نوع تکلیف بکارگرفته شده جهت سنجش عملکرد گفتاری با در نظر گرفتن یک یا چند جنبه از ابعاد دانش واژگانی است. هدف از پژوهش حاضر مطالعۀ رابطۀ بین عمق دانش واژگانی زبان آموزان انگلیسی و عملکرد گفتاری آنها با تکیه بر نقش میانجی گری نوع تکلیف بود. بدین منظور تعداد 102 نفر دانشجوی کارشناسی زبان انگلیسی انتخاب و «آزمون روابط واژگانی» جهت اندازه گیری عمق دانش واژگانی آنها به همرا تکالیف تمرین شده و بدون تمرین از سه نوع توصیفی، روایی و استدلالی جهت جمع آوری نمونه هایی از عملکرد گفتاری آنها مورد استفاده قرار گرفت. نمونه های بدست آمده پس از پیاده شدن، از حیث معیارهای روانی، صحت، پیچیدگی دستوری و پیچیدگی واژگانی تحلیل شدند. مدل سازی صورت گرفته از طریق معادلات ساختاری حاکی از نبود رابطۀ علّی بین عمق دانش واژگانی و هریک از جنبه های عملکرد گفتاری به واسطۀ تکالیف تمرین شده و بدون تمرین بود. با این وجود نتایج از حیث همبستگی بین روانی، صحت و پیچیدگی از یک سو و عمق دانش واژگانی از سوی دیگر در تکالیف مختلف پراکنده بود.

Keywords [فارسی]

  • عمق دانش واژگانی
  • عملکرد گفتاری
  • نوع تکلیف
  • تکلیف تمرین شده
  • تکلیف روایی
  • تکلیف توصیفی
  • تکلیف استدلالی
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