The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-03-31 DOI:10.14746/ssllt.29727

Phuong Duong, Maribel Montero Perez, L. Nguyen, P. Desmet, E. Peters

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引用次数: 0

Abstract

The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.

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输入、输入重复和任务重复对二语词汇使用和口语流利度的影响

本研究探讨了有意义输入对二语学习者词汇使用和口语表现(即时任务和重复任务)流畅性的影响，以及这种影响是否受学习者先前词汇知识和工作记忆的调节。90名作为外语学习英语的大学生被随机分为三组:输入组(N = 29)、重复输入组(N = 32)和无输入组(即基线组)(N = 29)。输入组在执行即时口头任务之前观看了第二语言视频，而重复输入组在执行即时口头任务之前和之后都观看了相同的视频。无输入组只执行口头任务而不看视频。三组在两天后重复同样的口头任务。结果显示，任务重复、输入重复和输入重复对学习者的词汇使用和流利性没有显著影响。然而，学习者的二语言语的流畅性和词汇复杂性在一定程度上可以通过接受性词汇知识和工作记忆容量来预测。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.