The Correlation between EFL Learners' Depth of Vocabulary Knowledge and Their Oral Collocational Errors

英語學習者字彙深度與口語搭配詞之關聯

10.7084/LIS.200612.0085

石素錦(Su-Chin Shih)；王宏均(Hung-Chun Wang)

字彙深度 ； 詞彙搭配詞 ； 搭配詞錯誤 ； 情境作用 ； Depth of vocabulary knowledge ； lexical collocation ； collocational error ； task

語文與國際研究

3期（2006 / 12 / 01）

85 - 102

英文

本研究旨在探討台灣以英語為外國語學習者字彙深度與口語搭配詞錯誤之關聯性。受試者為75名南台灣英語系大四生，研究工具包括字彙深度測驗以及三種不同的口語錄音測驗。研究問題包括：（一）字彙深度和口語詞彙搭配詞錯誤量之關聯：（二）字彙深度與口語詞彙搭配詞錯誤種類之關聯：（三）不同口語錄音情境對於口語詞彙搭配詞錯誤量之關聯。研究發現包括下列三點：（一）字彙深度低的學習者在口語詞彙搭配詞使用上，有較高的錯誤率；（二）字彙深度高和字彙深度低學習者所犯的L1（動詞十名詞）和L2（形容詞十名詞：名詞＋名詞；名詞十形容詞）錯誤較其他類別多，但字彙深度對錯誤種類之影響並未達到顯著；（三）受試者在備稿演講中所犯的口語詞彙搭配詞較其他錄音情境多。基於研究發現，研究者建議教師在教學時應講授不同字彙特性，以提高學生的字彙深度並間接地減少學生口語搭配詞錯誤。另外，在口語測驗編撰時，應了解不同口語錄音情境對於學習者口語表現之影響。

This study examined the correlation between EFL learners' depth of vocabulary knowledge (DVK) and their lexical collocational errors in speaking. The participants were 75 seniors from the English department at a university in southern Taiwan. Two instruments were adopted to gather data-an in-depth vocabulary knowledge measure and three oral production tasks. Three research questions were addressed in this study: (1) How does EFL learners' DVK correlate with the number of their lexical collocational errors in speaking; (2) how do EFL learners with diverse levels of DVK differ in the error types of their lexical collocational errors; (3) is there any correlation between EFL learners' lexical collocational errors and different types of oral production tasks? The results of this study are (1) low-proficiency learners had a higher inaccuracy rate of lexical collocations than high-proficiency learners; (2) both high-proficiency and low-proficiency groups produced more Li (verb + noun) and L2 (adj. + noun; noun + noun; noun + adj.) errors than other error types, but the statistical results displayed that the EFL learners' DVK did not have a significant effect on the error types of lexical collocations; (3) the subjects produced significantly more lexical collocational errors in the prepared speech than in the tasks of description of a single picture and picture-cued storytelling. Based on the findings, it is suggested that language teachers teach different features of words in vocabulary instruction. Furthermore, test designers of speaking assessments should take into account the influence of task types on learners' performance in speaking assessments.

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