The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

Oya, Taeko; Manalo, Emmanuel; Greenwood, Jackie

doi:10.2174/1874913500902010011

Cited by 14 publications

(10 citation statements)

References 23 publications

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“…The construct that she placed fifth “learns and uses English in context” also indicated the importance she gave to learning vocabulary in a meaningful context. According to the constructs she articulated, Teacher 2 also believed that students who “avoid using English unless it is really necessary” “experience problems in communication” due to their “limited vocabulary knowledge.” Oya, Manalo, and Greenwood (2009) revealed that vocabulary knowledge correlated with “fluency, accuracy, complexity, and global impression” aspects of speaking performance (p. 11). She believed that those who “do not like English .…”

Section: Findings and Discussionmentioning

confidence: 99%

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

Yıldırım

Akçayoğlu

2018

Journal for the Education of the Gifted

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.

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Section: Findings and Discussionmentioning

confidence: 99%

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

Yıldırım

Akçayoğlu

2018

Journal for the Education of the Gifted

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“…It can be explained that vocabulary knowledge (size, depth, antonym) has its own correlation with speaking proficiency (fluency, accuracy, etc.) Oya et al (2009), with research focusing on students' language contacts outside school (duration of stay, contact with friends, various places outside school) have correlation with speaking ability (fluency, accuracy, and complexity). As the participants are Japanese residing in an English-speaking country, this shows how much language contact outside of education institution has impact on speaking performance.…”

Section: Discussionmentioning

confidence: 99%

“…The word 'explain' means that it 'reveals' students' speaking proficiency based on their own vocabulary knowledge, size, depth and speed, which making a better view on relation between vocabulary and speaking. Oya et al, (2009), in their research found out that vocabulary knowledge correlated with fluency, accuracy, complexity, and global impression aspect of speaking performance. In addition, language contact outside of school was also has positive impact on speaking performance.…”

Section: Introductionmentioning

confidence: 95%

Correlation Between Vocabulary Mastery and Fluency in Speaking at Universitas Tanjungpura

Putra

Ikhsanudin

Bunau

2021

PJEE

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This research, entitled “Correlation Between Vocabulary Mastery and Fluency in Speaking” was carried out to the fifth semester students of English Education Study Program. The population of this research is fifth semester students of English Education Study Program of Teacher Training and Education Faculty at Tanjungpura University with the sample size of 30. The result of data analysis revealed the correlational between both variable from the samples is showing the correlational coefficient (r) value of 0.19. This value showed vocabulary mastery has low correlation with fluency in speaking. The contribution of vocabulary mastery to fluency in speaking is 3.6% which is almost non-existent. The hypothesis was tested by comparing the r value with r table, with the degree of freedom (df = n-2) of 28 and 1% level of significance. The r value (0.19) is lower than r table (0.463). It means, the alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. With this research done, students should improve their speaking ability and remember more vocabularies to become a more and better speaker. The writer hopes this research may be beneficial to the readers and might resulting in newer research with different aspect and better concepts.

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“…In general, research into the effect of vocabulary on speaking performance has not been conducted on a large scale [23]. Oya, Manalo and Greenwood [24] concluded that vocabulary was an influencing factor in students' ability to speak. Similarly to this, Koizumi and In'nami's [25] studies suggest that vocabulary knowledge is central to speaking proficiency.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Developing Secondary School Students' Foreign Language Speaking Skills in the Netherlands: A Design Research Study

Kerbey¹,

Roiha²

2021

ujer

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The aim of this design research project was to investigate possible ways of developing foreign language (i.e. English) speaking skills of secondary school students who do not readily speak English in class. It was felt that an intervention was required to raise student-speaking skills in preparation for their oral exam. Empirical data were collected and a literature review was conducted in order to have a deeper understanding of the problem. The data collection methods of the study were questionnaires, interviews, lessons observations as well as a course book analysis. The data collected indicated that speaking production can be affected by a number of criteria such as anxiety, confidence, lack of vocabulary and/or practice. The data collection and the literature review informed the designed product (i.e. series of six lessons focusing on developing students' speaking skills). The product was trialled during May 2020 and both teachers and students were asked for their assessment of the product. The evaluation data were collected through interviews and questionnaires. The evaluation of the product showed that both teachers and students received the product positively and it was found to have had positive effect in changing students' perception of their speaking ability. The results of this study encourage teachers to deviate from textbooks that do not extensively focus on oral production and come up with alternative products to increase student-speaking time in foreign language education.

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The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

Cited by 14 publications

References 23 publications

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

Correlation Between Vocabulary Mastery and Fluency in Speaking at Universitas Tanjungpura

Developing Secondary School Students' Foreign Language Speaking Skills in the Netherlands: A Design Research Study

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