Lexical profiles in EAP speaking task performance
DOI:
https://doi.org/10.25170/ijelt.v4i2.1571Keywords:
lexical competence, academic speaking test, task types, EAP courseAbstract
The present study investigates lexical competence in performance on speaking tests. It examines the extent to which learners preparing for tertiary study in English-speaking countries are able to demonstrate their ability to use a wide range of vocabulary in carrying out academic speaking tasks. Ninety-six task performances over four different tasks and two task types were drawn from three different levels. The performances were transcribed and analyzed using the WordSmith program (Scott, 2004). The results showed that test-takers’ vocabulary varied according to task and task type. The results of the study have implications for task design in academic speaking tests and teaching/learning vocabulary in EAP courses.
References
Brown, A., N. Iwashita, & T. McNamara (2005). An examination of rater orientations and test-taker performance on English for Academic Purposes speaking tasks. TOEFL Monograph Series. Princeton, NJ: Educational Testing Service.
Camiciottoli, B. C. (2004). Interactive discourse structuring in L2 guest lectures: Some insights from a comparative corpus-based study. Journal of English for Academic Purposes 3, 39–54.
Cobb, T. (2002). The Web vocabulary profiler. (Available from http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html).
Coxhead, A. J. (1998). An academic word list. Wellington, New Zealand: Victoria University of Wellington.
Douglas, D. (1994). Quantity and quality in speaking test performance. Language Testing 11 (2), 125–144.
Enober, C. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing 4 (2), 139–155.
Iwashita, N., Brown, A., McNamara, T. & O’Hagan, S. (2008). What features of language distinguish levels of learner proficiency? in-depth analysis of task performance in the context of the speaking scale development. Applied Linguistics 29 (1) 24-49.
Leki, I. & J. Carson (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28 (1), 81–101.
Laufer, B. & P. Nation (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics 16 (3): 307–322.
Lindemann, S. & A. Mauranen (2001). It’s just real messy: The occurrence and function of just in a corpus of academic speech. English for Specific Purposes 20, 459–475.
Santos, T. (1988). Professors’ reactions to the academic writing of nonnative-speaking students. TESOL Quarterly 32 (1), 69–91.
Scott, M. (2004). WordSmith Tools (version 4) [computer software]. Oxford: Oxford University Press. (Available from http://www.lexically.net/wordsmith/).
Simpson, R. C., S. L. Briggs, J. Ovens, & J. M. Swales (2003). The Michigan corpus of academic spoken English. Ann Arbor: The University of Michigan.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Camiciottoli, B. C. (2004). Interactive discourse structuring in L2 guest lectures: Some insights from a comparative corpus-based study. Journal of English for Academic Purposes 3, 39–54.
Cobb, T. (2002). The Web vocabulary profiler. (Available from http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html).
Coxhead, A. J. (1998). An academic word list. Wellington, New Zealand: Victoria University of Wellington.
Douglas, D. (1994). Quantity and quality in speaking test performance. Language Testing 11 (2), 125–144.
Enober, C. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing 4 (2), 139–155.
Iwashita, N., Brown, A., McNamara, T. & O’Hagan, S. (2008). What features of language distinguish levels of learner proficiency? in-depth analysis of task performance in the context of the speaking scale development. Applied Linguistics 29 (1) 24-49.
Leki, I. & J. Carson (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28 (1), 81–101.
Laufer, B. & P. Nation (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics 16 (3): 307–322.
Lindemann, S. & A. Mauranen (2001). It’s just real messy: The occurrence and function of just in a corpus of academic speech. English for Specific Purposes 20, 459–475.
Santos, T. (1988). Professors’ reactions to the academic writing of nonnative-speaking students. TESOL Quarterly 32 (1), 69–91.
Scott, M. (2004). WordSmith Tools (version 4) [computer software]. Oxford: Oxford University Press. (Available from http://www.lexically.net/wordsmith/).
Simpson, R. C., S. L. Briggs, J. Ovens, & J. M. Swales (2003). The Michigan corpus of academic spoken English. Ann Arbor: The University of Michigan.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
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2008-10-31
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