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The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks

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The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks. / Kormos, J.; Suzuki, S.; Eguchi, M.
In: System, Vol. 108, 102854, 31.08.2022.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J, Suzuki, S & Eguchi, M 2022, 'The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks', System, vol. 108, 102854. https://doi.org/10.1016/j.system.2022.102854

APA

Kormos, J., Suzuki, S., & Eguchi, M. (2022). The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks. System, 108, Article 102854. https://doi.org/10.1016/j.system.2022.102854

Vancouver

Kormos J, Suzuki S, Eguchi M. The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks. System. 2022 Aug 31;108:102854. Epub 2022 Jul 8. doi: 10.1016/j.system.2022.102854

Author

Kormos, J. ; Suzuki, S. ; Eguchi, M. / The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks. In: System. 2022 ; Vol. 108.

Bibtex

@article{7bad17b423194fa191d57cd3f3c53978,
title = "The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks",
abstract = "Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants{\textquoteright} 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.",
keywords = "Alignment, Modality, Integrated skills, Comprehension, Oral summary, Vocabulary knowledge",
author = "J. Kormos and S. Suzuki and M. Eguchi",
year = "2022",
month = aug,
day = "31",
doi = "10.1016/j.system.2022.102854",
language = "English",
volume = "108",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Limited",

}

RIS

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 -