Examining the Concurrent Contribution of Receptive and Productive Vocabulary Breadth Aspects to Moroccan EFL Students’ Speaking Ability

Abstract

The present paper investigates the contribution of productive as well as receptive vocabulary breadths to Moroccan learners’ EFL speaking ability. The study’s significance lies in its exploration of the under-researched area of speaking proficiency, furthering our understanding of the link between vocabulary knowledge and language skills. To further probe this connection, particularly in the high school context, this study investigated the relationship between vocabulary size and speaking ability using valid and reliable vocabulary research instruments. This study addressed two research questions: a) to what extent do receptive and productive vocabulary size scores correlate with speaking ability? b) to what extent do receptive and productive vocabulary size scores explain the variance in learners’ speaking ability? To answer these questions, the researchers administered the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and a speaking task to 40 tenth-grade EFL participants. Spoken data were graded by reference to IELTS’ speaking band descriptors. Results of Pearson Correlation disclosed positive correlations between receptive and productive lexical breadths and speaking proficiency. Moreover, findings of multiple linear regression revealed that receptive and productive vocabulary sizes could explain performance in speaking ability. Implications for EFL vocabulary instruction and speaking proficiency development are discussed.