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The Effects of Task Features on Lexis and Grammar in L2 Oral Performance

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The Effects of Task Features on Lexis and Grammar in L2 Oral Performance THE EFFECTS OF TASK FEATURES ON LEXIS AND GRAMMAR IN L2 ORAL PERFORMANCE Ilkay Gilanlioglu VOLUME I Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy University of London Institute of Education July 2002 1 ABSTRACT This thesis is based upon an experimental study designed to establish the effects of task features on lexis and grammar in L2 (English as a second or foreign language) learners' oral performance by investigating the complex interactions between a wide range of interrelating variables. Specifically, task conditions (the presence or absence of planning time with descriptive vs. narrative tasks) are analysed with respect to lexical measures (word range, lexis-to-grammar ratio, lexical density, lexical choice, syllabic range, lexical strategy use and evidence for lexical stretching) and to grammatical measures (complexity and accuracy), as well as to measures of fluency. The thesis aims to look into the relationship between lexis and grammar within the context of spoken discourse where task features like planning time and task type interact. It is particularly focussed on lexis (which has so far been underplayed in L2 acquisition research). The concept of lexical stretching is proposed, as a parallel to the already familiar notion of grammaticallinterlanguage stretching, and evidence for lexical stretching is provided by drawing parallels between the quantitative, statistical analysis of oral performances and qualitative analysis of protocols held with learners on the completion of tasks. The research study addresses such questions as the effect of the provision of planning time on lexical vs. grammatical stretching: is there a trade-off between them, and is this further influenced by task type (operationalised here as descriptive vs. narrative­ based tasks)? It also examines the ways in which contextual and interpersonal factors influence interlanguage use, particularly the use of lexis and grammar. Based on the analyses (both quantitative and qualitative), it is concluded that not only are there interdependencies between lexis and grammar, and most strikingly within lexis, but also there are contextual and interpersonal constraints on L2 learners' output, suggesting an interaction of task features and contextual factors. 2 TABLE OF CONTENTS page ABSTRACT 2 TABLE OF CONTENTS 3 ACKNOWLEDGEMENTS.......................................................... 12 CHAPTER ONE: INTRODUCTION TO THE STUDY 1.0 Introduction................................................................... 15 1.1 Overview of the role of lexis and grammar in English as L2 15 1.2 Incentive for research into lexis 19 1.2.1 Background information on the context of the study 19 1.2.2 Personal observations................................................ 21 1.3 Possible reasons for lexical retrieval problems....................... 22 1.4 Strengths and weaknesses of current approaches to lexis 23 1.5 The link between information processing and communicative task design 24 1.6 Research design and method............................................ 24 1.7 Analysis and discussion of statistical results........................... 25 1.8 Focus on the learner's perceptions of using lexis 25 1.9 Conclusions and implications for further research... 25 3 CHAPTER TWO: PERSPECTIVES OF LEXIS: CURRENT VIEWS AND POSSIBLE DIRECTIONS 2.0 Introduction................................................................... 27 2.1 Product and process perspectives of lexis: definition of terms...... 27 2.2 Learning lexis and using lexis 28 2.3 Learning lexis as product: (single) words.............................. 29 2.3.1 Linguistic and semantic definitions of lexis 29 2.3.1.1 The orthographic perspective.............................. 30 2.3.1.2 The phonetic perspective 31 2.3.1.3 The phonological perspective.......................... 31 2.3.1.4 The semantic perspective................................ 32 2.3.1.5 The grammatical perspective.............................. 33 2.3.2 Definition of the 'word': summary and implications............ 34 2.3.3 Knowledge of a word vs. coming to know a word 35 2.4 The role of memory and direct (isolationist) memorisation of lexis 38 2.5 General limitations of memorisation techniques......................... 42 2.6 Lexis as product: multiword units............... 43 2.6.1 Lexical chunks and language use............ 44 2.6.2 Strengths and limitations of approaches to multiword units..... 45 2.7 Utilising multiword units in syllabus design and L2 pedagogy........ 46 2.8 Process views of learning lexis 51 2.8.1 Learning grammar from lexis: lexis as a pre-existing resource 51 2.8.2 Learning lexis as an incremental process: incidental learning through reading.................. 55 2.8.3 Limitations of the views oflexis discussed..................... 56 2.9 A case for lexis: focus on lexis in language use through regulative contextual factors..................... 57 2.10 Outline of the alternative view 60 4 CHAPTER THREE: THE FRAMEWORK FORTHESTUDY 3.0 Introduction................................................................... 66 3.1 Setting up the theoretical framework for the study: three main approaches 67 3.2 Aspects of information processing......................................... 69 3.2.1 Main components of memory and their function 70 3.2.2 Limited capacity...................................................... 70 3.3 Information processing models............................................. 71 3.3.1 Controlled and automatic processing.............................. 71 3.3.2 Declarative and procedural knowledge.................... .... 72 3.3.3 Dual-mode information processing.............................. 73 3.4 Speech production as information processing: Levelt's model..... 74 3.4.1 Monitoring 76 3.4.2 Planning................................................................ 76 3.5 Main assumptions of the information-processing view.............. 78 3.6 Practice in language use leading to proceduralisation 78 3.6.1 Interaction in L2leaming: theoretical background........... 80 3.6.2 Pedagogical proposals: three options in L2 teaching............ 83 3.6.2.1 Focus on forms (Option 1) 84 3.6.2.2 Focus on meaning (Option 2) 87 3.6.2.3 Focus on form (Option 3) 91 3.7 Pedagogical intervention for focus on form: contextual regulation... 93 3.7.1 Regulating task types 94 3.7.2 Regulating planning time........................................ 95 3.7.3 Regulating topic (familiarity) 96 3.7.4 Regulating context-gap (shared knowledge) 97 3.7.5 Regulating time available for task completion 97 3.7.6 Post-task activities 98 3.7.7 Task repetition..................................................... 98 3.8 The facilitative role of planning in stimulating a focus on form 99 3.9 The facilitative role of planning in interlanguage (IL) development. ................................................................. 101 5 CHAPTER FOUR: THE RESEARCH STUDY 4.0 Introduction................................. 104 4.1 Hypotheses.................................................................... 106 4.2 Participants.................................................................... 108 4.3 Tasks........................................................................... 109 4.3.1 Descriptive task 109 4.3.2 Narrative task.......................................................... 112 4.4 Operationalisation of planning time....................................... 115 4.5 Design................................................................. 116 4.6 Procedures................................................................. 117 4.7 The semi-structured interview............................................. 119 4.8 Measures and reliability of codings 120 4.8.1 Lexical measures 120 4.8.2 Grammatical measures · 123 4.8.3 Fluency measures..................................................... 126 CHAPTER FIVE: STATISTICAL RESULTS AND DISCUSSION 5.0 Introduction · 128 5.1 Results for Hypotheses 1-6 129 5.2 Results for Hypothesis 7 135 5.3 Results for Hypothesis 8 138 5.4 Results for Hypothesis 9 139 5.5 Results for Hypothesis 10 140 5.6 Results for Hypothesis 11 141 5.7 Summary of results and discussion 143 5.7.1 Lexical complexity................................................... 145 5.7.1.1 Lexical richness: schematic vocabulary............ 145 5.7.1.2 Lexical richness: variety (range) of words 147 5.7.1.3 Syllabic range: monosyllabic, bisyllabic, polysyllabic................................................... 149 6 5.7.2 Lexical strategy use............................................... 151 5.7.3 Lexical correctness vs. lexical variety.......................... 153 5.7.4 Grammatical accuracy............................................ 154 5.7.5 Grammatical complexity........................................ 155 5.7.6 Fluency.............................................................. 156 5.7.7 Sensitivity and representativeness of data..................... 156 5.7.8 Significant effects of task features on performance features.... 158 5.7.9 Discourse type and lexis 162 5.7.10 Summing up 163 CHAPTER SIX: THE LEARNER PERSPECTIVE 6.0 Introduction................................................................ 165 6.1 Problems with statistics: averaging out the learner.............. 165 6.2 Analysis of Case1 169 6.2.1 General orientation of Case1 to lexis and meaning........... 169 6.2.2 Risk-taking (or its avoidance) 173 6.2.2.1 Risk-taking with respect to lexis and planning time.... 173 6.2.2.2 Risk-taking with respect to pauses...................
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