Abstract
Purpose Using a newly compiled corpus module consisting of utterances from Asian learners during L2 English interviews, this study examined how Asian EFL learners' L1s (Chinese, Indonesian, Japanese, Korean, Taiwanese and Thai), their L2 proficiency levels (A2, B1 low, B1 upper and B2+) and speech task types (picture descriptions, roleplays and QA-based conversations) affected four aspects of vocabulary usage (number of tokens, standardized type/token ratio, mean word length and mean sentence length). Design/methodology/approach Four aspects concern speech fluency, lexical richness, lexical complexity and structural complexity, respectively. Findings Subsequent corpus-based quantitative data analyses revealed that (1) learner/native speaker differences existed during the conversation and roleplay tasks in terms of the number of tokens, type/token ratio and sentence length; (2) an L1 group effect existed in all three task types in terms of the number of tokens and sentence length; (3) an L2 proficiency effect existed in all three task types in terms of the number of tokens, type-token ratio and sentence length; and (4) the usage of high-frequency vocabulary was influenced more strongly by the task type and it was classified into four types: Type A vocabulary for grammar control, Type B vocabulary for speech maintenance, Type C vocabulary for negotiation and persuasion and Type D vocabulary for novice learners. Originality/value These findings provide clues for better understanding L2 English vocabulary usage among Asian learners during speech.
Highlights
L2 English learners’ vocabulary usage in speech may be influenced by their L1s (G€otz, 2019), L2 proficiency levels (Ishikawa, 2020) and task types (Gilanlioglu, 2002; Teng, 2007; Hsieh and Wang, 2019; Guerrero, 2004)
Using a newly compiled corpus module consisting of utterances made by Asian learners during L2 English interviews, this study examined how Asian English as a Foreign Language (EFL) learners’ L1s, their L2 proficiency levels and speech task types affected four aspects of vocabulary usage
With regard to RQ1 (Learner/English native speakers (ENS) Gap), we found that (1) gaps were recognized in terms of TKN, standardized type-token ratio (STTR) and mean sentence length (MSL) in CV and RP, (2) gaps were hardly seen in terms of mean word length (MWL) and (3) gaps were seen less clearly in picture descriptions (PD)
Summary
L2 English learners’ vocabulary usage in speech may be influenced by their L1s (G€otz, 2019), L2 proficiency levels (Ishikawa, 2020) and task types (Gilanlioglu, 2002; Teng, 2007; Hsieh and Wang, 2019; Guerrero, 2004). Learners often consume much of their attention resources while simultaneously processing listening and speaking, leading to weakened L2 monitors and deviant L2 vocabulary usage. Many previous studies have examined L2 outputs among advanced learners mainly in Europe in order to discuss how L1 transfer influences L2 vocabulary usage (Granger, 1998). The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
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