Tag Archives: Oral Proficiency

The Learning Environment and Oral Proficiency: Exploring The Measures (Published)

This study incorporates a mathematical linguistic approach to explore (a) how learning environments may interfere oral proficiency, (b) what metrics can possibly discriminate the oral learning quality. To this end, Japanese learners from classroom and natural environment are selected. Four oral tests were carried out. Dependency distance is utilised for measuring syntactic diversity and the moving window of type-token ratio is used for testing lexical sophistication. The finding suggests that classroom education results in higher scores in picture description, role play and storytelling, leading to learners being good at syntactic structure, obtaining solid grammar and diverse linguistic expressions. Learning in natural environment, however, has an advantage in enrichening vocabulary and listening comprehension, leading to a quick and more lexicon-contained response to the interaction. A correlation analysis brings to light that in natural environment learning, the longer the MDD, the higher the MAMR and MAMSP. To put it another way, the more diverse the MDD, the greater the lexical sophistication.

Citation: Wenchao Li (2022) The Learning Environment and Oral Proficiency: Exploring The Measures, British Journal of English Linguistics, Vol. 10, Issue 4, pp.18-24

Keywords: Japanese language acquisition, Learning Environment, Oral Proficiency, mathematic linguistics

Turkish Japanese learners’ L3 Japanese oral proficiency (Published)

This study applies mathematic linguistics to explore Turkish Japanese learners’ oral proficiency. Data were drawn from a self-built annotated corpus of 300 hours of recordings of storytelling (individual) and interaction (group). The oral proficiency for lexical sophistication is measured utilising moving-average morphological richness (MAMR) and mean size of paradigm. The syntactic complexity is measured by mean dependency distance (MDD). Self-written computer programme scripts are used to compute the MAMR, moving-average mean size of paradigm (MAMSP), and MDD. The findings indicate that in both storytelling and interaction, Turkish Japanese learners present a close picture regarding the degree of freedom of MAMR, MAMSP, and MDD to the oral data of native Japanese. This study, therefore, contends that L1 mother tongue morpho-syntactically affects later language acquisition. Moreover, the dependency distance (DD) that attributes the most tokens in interaction is nearly half that of the DD in storytelling, confirming the Principle of Least Effort (Zipf 1949) that human action tends to lighten the processing load. Furthermore, the MDD-frequency relationship in the Turkish oral data demonstrates a good fitting result for three models, that is, Harris, Dacey, and Kelly.

Keywords: Japanese language acquisition, Oral Proficiency, lexical sophistication, syntactic complexity

Effects of the west Africa Examination Council (WAEC) and the National Examination Council (NECO) Oral English Syllabi on Secondary School Leavers’ Spoken English in Kogi State, Nigeria (Published)

The study investigated the effects of the adequacy of WAEC and NECO Oral English Examination Syllabi on secondary school leavers’ spoken English in Kogi state, Nigeria. The research is categorically informed by the poor performance of secondary school students in WAEC and NECO Oral English Test and lack of intelligibility in their communications. A survey research design was used for the study. Five schools were sampled for the study. Oral production test was conducted in order to determine students’ oral proficiency with criterion-reference and bi-dialectal/transitional approach in view. Findings generally reveal that the two syllabi (WAEC and NECO) were adequate, but the deliberate exclusion of Alternative A Test (listening and speaking) has rendered the Ora English Test unchallenging. Based on the findings, the paper recommends, among others, that the teaching of Oral English should be practise-oriented, involving real life situation instead of only theory that is currently being practiced.

 

Keywords: Adequacy, Intelligibility, Oral Proficiency, WAEC and NECO