English Majors’ Lexical Complexity in Different Oral Task Types 不同口语任务类型中 英语专业学习者词汇复杂性研究文献综述

 2021-10-08 18:52:16

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Introduction

Skehan(1998)putforwardthatthedevelopmentoforalproficiencyisinfluencedbyboththelearnersknowledgeofthetargetlanguageandtheoperationfactorsinlanguageprocessing.Fluency,accuracyandcomplexityarethethreedimensionstoevaluateEnglishlearnerslanguageproficiency(Skehan,1996;YuanEllis2003;Ellis,2009;HousenKuiken,2009).Theresearchesintoorallanguagelearningandteachingwereemergingfromthe1990s,whilethoseintooralfluency,accuracyandcomplexityhavebeenfoundrecently.Asoneoftheimportantcriteria,complexityemphasizesthestructureofthelanguage,whichmeanslearnersexpressthemselvesbymoredetailedandcomplexlanguagestructuresandvariouskindsofsentencestructures(Liu,2012).However,moststudentsfocusontheaccuracyandfluency.Theyprefertousefamiliarpatternsandsentencestructuresinsteadoftheadvancedwordsorthenewexpressions.ThusthekeytoimprovingEnglishlearnersoralproficiencyistheimprovementoftheiroralcomplexity.

Languagecomplexityincludesthesyntacticandthelexicalcomplexity.Accordingtothepreviousoralcomplexitystudies,mostresearchesareaboutthesyntacticcomplexity,andonlyafewhavebeenputtheiremphasisonthelexicalcomplexity.Lexicalcomplexityshowsthediversityandthematurityoflearnerslanguageproduction,whichisoneofthevitalrepresentationsoflearnerslanguageproduction(Bao,2011).Therefore,researchneedstobecarriedoutindifferentoraltasktypestoanalyzethelexicalcomplexityandgivesomeenlightenmenttotheoralteaching.

Literaturereview

AsoneoftheimportantcriteriatomeasuretheEnglishproficiency,complexityalsoplaysakeyroleinenhancinglearnersEnglishproficiency,especiallytothosewhoareinelementaryandintermediatelevel(LuSun,2009).Comparedwiththeresearchesintofluencyandaccuracy(XuQinfang,2005;ZhangWu,2001;ZhouAijie,2002),theresearchesofcomplexityarerelativelyless.Whatsmore,mostofthestudiesresearchintothecomplexityofwrittenlanguage(Tan,2007;Bao,2010;WangYang,2013);onlyafewofthemareabouttheorallanguage.

Someforeignscholarsresearchedtheoralcomplexity,suchasFosterandSkehan(1996),Robinsonwhoputforwardthatthemorecomplexitythetaskis,thericherthelexiconbecome(2001)andMearaandBellusedPLexprogramtoinvestigatelexicalcomplexity(2001).Inthepastdecades,theorallanguagecomplexityhasattractedthedomesticscholarsattentionfromtheperspectivesofboththesyntaxandthelexicon.Inthischapter,literatureisreviewedinthefollowingthreeparts:thedatasources,thetasktypesandthetaskdesigns.

Accordingtothepreviousstudies,somedatasourcesarefromthedatabases,otherarefromtheexperiments.Forexample,ZhangPing(2007)usedtheSWECCLdatabasewhichwascoproducedin2003byNanjingUniversityandForeignLanguageTeachingandResearchPressinherstudy.SheusedSECCLandWECCLtoanalyzethelexicalcomplexity,whichincludedbothspokenandwrittenlanguage.Inaddition,LiZhenying(2013)usedthedatabasecalledCOLSECtoresearchthelexicalcharacteristicsofthespokenEnglish,andthedatacamefromnon-Englishmajors.However,ZhangMeifang(2012)collectedthedatabytheexperimentof145non-Englishmajorstoinvestigatetheinfluenceofretellingthestorytotheoralproduction.Inherstudy,onlyoneindicatorSTTR(standardtype-tokenratio)wasusedtomeasurelexicalcomplexity.And14non-EnglishmajorsparticipatedinanotherexperimenttoshowthesignificantinfluenceonoralEnglishcomplexity.TheyfoundthattaskcomplexityhadasignificanteffectonoralEnglishcomplexity.Butthesamplewastoosmalltoprovetheconclusion(LuSun,2009).

Somescholarsinvestigatedthecomplexitybydifferentoraltasks.WhenXuQinfangdiscussedthecomplexityandtheaccuracyin2005,sheadoptedthreetasktypes,picturedescription,topicdiscussionandcasestudyrespectively.Sheaimedtoanalyzetherelationshipbetweenthecomplexityandtheaccuracywiththesubjectsof10Englishmajors.ComparedwithXusstudy,anotherstudythatinvestigatedtheorallexicalcomplexityunderthetasksofmakingaspeechandoralcomment(Gong,2012).GongFangfanguseddiachronicanalysistodescribethechangesoftheEnglishmajorsbythetwodifferenttasksanddrewtheconclusionthatthetimesofusingthelow-frequencywordsgraduallyincreasedovertime.Butthatstudydidnotrevealthelearnerslexicalcomplexityatsomepointoftimeinhistory.

Forthesametask,researchersdesigneddifferenttasksinthehopeoffindingtheeffectoftaskdesignstothelexicalcomplexity.Forinstance,HeWang(2003)dividedtheparticipantsintotwogroups.Onegrouphad5minutestoprepare,whiletheotherhadnot.Bycomparingtheindicatorsoftwogroups,itwasfoundthatwhethertohavepreparedtimeinfluencedthelanguagecomplexity.AndinZhangs(2012)study,theexperimentalgrouprepeatedthelisteningmaterials,whilethecontrolgrouponlytalkedaboutthetopicofthelisteningmaterials.Shemadetheconclusionthattheexperimentalgroupproducedmorecomplexthanthecontrolgroupdid,whichmeantrepeatingthelisteningmaterialswasamoreeffectivemethodtoimprovethelearnersoralperformance.Butinthestudy,10studentsasthesubjectwastoosmallaswell,andfluencyandaccuracywerealsoincluded,whichcouldnotenlightenmoretothelexicalcomplexity.

Tosumup,theresearchesofthecomplexity,especiallytothelexicalcomplexityinoralEnglisharenotenoughandfertile.ThusitisnecessarytohavetheinvestigationsintothelexicalcomplexityofEnglishmajorsperformanceindifferentoraltasktypes.

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