Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks
AU - Kormos, J.
AU - Suzuki, S.
AU - Eguchi, M.
PY - 2022/8/31
Y1 - 2022/8/31
N2 - Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants’ vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository informational texts that were presented in reading-only mode and in reading-while-listening mode, using a within-subject design. The results showed that participants produced fewer overlapping 5-grams in reading-while-listening condition than in the reading-only condition. However for shorter n-grams no significant differences between modes of exposure were found. Students with larger vocabulary size produced less lexical overlap with the input text at the level of single words. We discuss the implications of the findings of the study for language teaching pedagogy.
AB - Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants’ vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository informational texts that were presented in reading-only mode and in reading-while-listening mode, using a within-subject design. The results showed that participants produced fewer overlapping 5-grams in reading-while-listening condition than in the reading-only condition. However for shorter n-grams no significant differences between modes of exposure were found. Students with larger vocabulary size produced less lexical overlap with the input text at the level of single words. We discuss the implications of the findings of the study for language teaching pedagogy.
KW - Alignment
KW - Modality
KW - Integrated skills
KW - Comprehension
KW - Oral summary
KW - Vocabulary knowledge
U2 - 10.1016/j.system.2022.102854
DO - 10.1016/j.system.2022.102854
M3 - Journal article
VL - 108
JO - System
JF - System
SN - 0346-251X
M1 - 102854
ER -