フレマを適切な単語カウント単位として採用したMcLeanの根拠についての一考察

本稿は，第二言語（L2）語彙研究の分野における重要なギャップ，すなわち第二言語（L2）学習者が単語の屈折形や派生形を理解する能力を扱ったMcLean（2018）の論文を検証するものである。彼の研究において，McLean は，ワードファミリーを適切なカウント単位として用いるべきとする研究に於ける結論に疑問を投げかけている。日本人EFL 学習者（N=279）を3 つの習熟度グループ（初級，中級，上級）に分け，屈折形と派生形の知識を英日翻訳テストにより測定した。その結果，全レベルの学習者において，12単語について，基本形，屈折形，派生形を理解する能力に差があることがわかった。McLean は，単語の基本形と関連する屈折形であるフレマが，ワードファミリーよりも適切な単語カウント単位であると結論付けている。 本稿では，まず主要な用語と概念について説明し，次にMcLean の論文の概要を述べる。その後，McLean の主張の妥当性を検証し，L2 語彙研究分野での重要性を評価するために，この研究の長所と短所を評価した上で，この論文の批評を行う。最後に，L2教室における形態論の扱いを含む，この研究の教育的示唆について考察する。This review article examines a paper by McLean (2018) in which he addresses an important gap in the field of second language (L2) vocabulary research: the ability of L2 learners to understand the inflected and derived forms of words. In his study, McLean questions the inferences made in research that uses the word family as an appropriate unit of counting. Japanese EFL learners (N=279) were divided into three proficiency groups (beginner, intermediate, and advanced), and their knowledge of inflectional and derivational forms was measured using an English to Japanese translation test. It was found that learners at all levels differed in their ability to understand the base form, inflected forms, and derived forms of 12 words. McLean concludes that the flemma, a word’s base form and associated inflectional forms, is therefore a more appropriate word counting unit than the word family. Our review begins with an explanation of the key terms and concepts in this field of research, followed by an overview of McLean’s paper. A critique of the paper follows in which we examine the validity of McLean’s argument, and evaluate the strengths and weaknesses of the study with a view to assessing its importance in the L2 vocabulary research field. We close with a consideration of the pedagogical implications of the study, including the treatment of morphology in the L2 classroom

Determining the extent to which L1 learner choices influence the L2 : exploring semantic and syntactic choices

This study tests Jiang’s (2004) 3-stage model of second language (L2) vocabulary acquisition. Jiang observed continued first language (L1) [Korean] semantic mediation in L2 processing among advanced L2 speakers. We hypothesise, however, that mediation might depend on the developing proficiency of the L2 learner and the relationship between L1 and L2. We explored the extent to which L1 background influences the processing of semantics and syntax in L2 (English). Three different L1 subject groups (n=30 per group): English, European, and Japanese. L1 European speakers were tested because their L1 shares the same word order as the L2, in contrast to L1 Japanese speakers. Two reaction time (RT) experiments were conducted to determine whether strings of words accurately reflect English syntax or semantics. Using the L1 English subject group as a control, we compared the choices made by our three groups. We also examined the L2 (English) learners’ vocabulary size. Overall the RTs were slower for incorrect syntactic word strings. The syntax RTs of the European and Japanese groups showed differences between correct and incorrect strings. However, the Japanese group showed no difference between SVO correct and incorrect strings. The semantic RTs did not differ between the L2 groups but the control group was faster. Initial findings suggest that L2 word order judgement latencies are mediated more by L1 word order; however, L2 semantic judgement latencies seem less mediated by differences in L1 word order. The findings are discussed in light of Jiang’s model and how the role of L1 word order is closer related to L2 syntactic processing than semantic processing. References Jiang, N. (2004) ‘Semantic transfer and its implications for vocabulary teaching in a second language’. The Modern Language Journal, 88 (3), pp.416-432

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension

Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge

This paper offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: the apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. We first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara and Fitzpatrick, 2000) and the Lexical Frequency Profile (LFP, Laufer and Nation, 1995), in order to gain a more precise understanding of the relationship between test performance and learner knowledge. Next, in three empirical studies (N = 80, 80, 100) we compare L2 learners’ performance on Lex30, as the static point of reference, with LFP and with two new tests designed to investigate specific elements of the vocabulary test tasks. Correlation analyses indicate systematic differences in the tests’ capacity to capture information about the quality of learners’ word knowledge and the size of their vocabulary resource. Using the findings from this empirical work, we formulate a model of vocabulary ‘capture’ onto which test tasks can be mapped. We demonstrate how capturing key elements of the relationship between test scores and lexical competence can guide teachers and researchers in applying and interpreting vocabulary tests

The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study

An increasing number of high-stakes mathematics standardised tests around the world place an emphasis on using mathematical word problems to assess students’ mathematical understanding. Not only do these assessments require children to think mathematically, but making sense of these tests’ mathematical word problems also brings children’s language ability, reading comprehension and working memory into play. The nature of these test items places a great deal of cognitive demand on all mathematics learners, but particularly on children completing the assessments in a second language that is still developing. This paper reports findings from an exploratory study on the contribution of language to mathematics achievement among 35 children with English as an Additional Language (EAL) and 31 children with English as their first language (FLE). The findings confirm the prominent role of general language ability in the development and assessment of mathematical ability. This variable explained more variance than working memory in word-based mathematics scores for all learners. Significant differences were found between the performance of FLE learners and EAL learners on solving mathematical word-based problems, but not on wordless problems. We conclude that EAL learners need to receive more targeted language support, including help with specific language knowledge needed to understand and solve mathematical word problems