The Relationship between Native and Foreign Language Speaking Proficiency in University Students

Capa

Citar

Texto integral

Resumo

Background. There are many factors that affect the development of speaking in a foreign language. Drawing on the theories that state that competencies established in a native language will transfer across foreign languages, this study examines whether there is a relationship between native and foreign language speaking proficiency.

Purpose. Although literature research indicates that native and foreign language acquisition processes are interrelated, there is a lack of studies comparing proficiency levels of native and foreign language speaking skills in adult learners. The purpose of this study was to examine the relationship between speaking competences in English as a Foreign Language and Czech as a Native Language in university students.

Methods. A between-group design was used to compare two groups of fifty university students at two different levels of their speaking proficiency in English. Both groups were tested in speaking in Czech. Each test was assessed by an analytical rating scale examining four speaking sub-skills: accuracy, discourse, content and paralinguistics. The scores were analyzed using the F-Test for Equality of Variances and T-Test for the Differences between the Means.

Results. The results showed that the group with the lower level of speaking proficiency in English achieved significantly worse scores for their speaking sub-skills in Czech than the group with the higher level of speaking proficiency in English.

Implications.The study offers another piece of empirical evidence in support of the theories that state that competencies established in a native language will transfer across foreign languages and suggests the importance of the development of native language competence with regard to later proficiency in a foreign language.

Sobre autores

Eva Stankova

University of Defence in Brno

Email: eva.stankova2@unob.cz
ORCID ID: 0000-0002-4616-6191

Renata Chlumska

University of Defence in Brno

Email: renata.chlumska@unob.cz
ORCID ID: 0000-0002-5733-8972

Dana Zerzanova

University of Defence in Brno

Email: asa@asws.fgxxx
ORCID ID: 0000-0003-3920-9605

Bibliografia

  1. Abbaspour, F. (2016). Speaking competence and its components: A literature review.International Journal of Research in Linguistics, 1(4), 144-152.
  2. Abugohar, M. A., Al-Hnifat, M. A., Al-Smadi, O. A., Rashid, R. A., & Yunus, K. (2019). English language speaking skill issues in an EMP context: Causes and solutions. International Journal of English Linguistics, 9(3), 211-225. DOI:https://doi.org/10.5539/ijel.v9n3p211
  3. Alkhateeb, A. (2018). Dynamic transfer and relations between First Language (L1) proficiency and Second Language (L2) writing skills performance. SSRN Electronic Journal. DOI:https://doi.org/10.2139/ssrn.3308298
  4. Astorga-Cabezas, E. D. (2015). The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. Higher Learning Research Communications, 5(2), 34-56. DOI:https://doi.org/10.18870/hlrc.v5i2.236
  5. Belkina, O., & Yaroslavova, E. (2018). Developing transferable skills via EAP/ESP teaching. In L. Gomez Chova, A. Lopez Martinez, & I. Candel Torres (Eds.), EDULEARN18, Proceedings of 10th International Conference on Education and New Learning Technologies (pp. 9503-9503). IATED Academy. DOI:https://doi.org/10.21125/edulearn.2018.2265
  6. Berman, R. A. (2016) Linguistic literacy and later language development. In J. Perera, M. Aparici, E. Rosado, & N. Salas (Eds.), Written and spoken language development across the lifespan. Literacy studies (perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education) (vol. 11, pp. 181-200). Springer. DOI:https://doi.org/10.1007/978-3-319-21136-7_12
  7. Botezatu, M., Guo, T., Kroll, J., Peterson, S., & Lopez Garcia, D. (2021). Sources of variation in second and native language speaking proficiency among college-aged second language learners. Studies in Second Language Acquisition, 44(2), 1-26. DOI:https://doi.org/10.1017/S0272263121000188
  8. Brown, J. D. (2004). Understanding research in second language learning. Cambridge University Press.
  9. Burns, A., & Joyce, H. (1997). Focus on speaking. National Centre for English Language Teaching and Research.
  10. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. DOI:https://doi.org/10.1093/applin/i.1.1
  11. Carther, R., & McCarthy, M. (1997). Exploring spoken English. Cambridge University Press.
  12. Cechova, I., Neubauer, J., & Sedlacik M. (2019). Tracking the university student success: Statistical quality assessment. Journal on Efficiency and Responsibility in Education and Science, 12(1), 12-25. DOI:https://doi.org/10.7160/eriesj.2019.120102
  13. Chomsky, N. (1965). Aspects of the theory of syntax. M.I.T. Press.
  14. Council of Europe. (2001).Common European Framework of Reference for Languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.
  15. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. DOI:https://doi.org/10.3102/00346543049002222
  16. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Evaluation, Dissemination and Assessment Center, California State University. DOI:https://doi.org/10.13140/2.1.1334.9449
  17. Cummins, J. (1984). Bilingualism and special education: Issues in assessment and Pedagogy. The Canadian Modern Language Review, 42(1), 137-137. DOI:https://doi.org/10.3138/cmlr.42.1.137
  18. Cummins, J. (1991).Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge. DOI:https://doi.org/10.1017/CBO9780511620652.006
  19. Darancık, Y. (2018). Students' views on language skills in foreign language teaching.International Education Studies, 11(7), 166-178. DOI:https://doi.org/10.5539/ies.v11n7p166
  20. Derwing, T., Munro, M., Thomson, R., & Rossiter, M. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(04), 533-557. DOI:https://doi.org/10.1017/s0272263109990015
  21. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
  22. Duran-Karaoz, Z., & Tavakoli, P. (2020). Predicting L2 fluency from L1 fluency behavior: The case of L1 Turkish and L2 English speakers. Studies in Second Language Acquisition, 42(4), 671-695. DOI:https://doi.org/10.1017/S0272263119000755
  23. Ellis, R. (2015). Understanding second language acquisition. Oxford University Press.
  24. Ganschow, L., Sparks, R. L., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31(3), 248-258. DOI:https://doi.org/10.1177/002221949803100304
  25. Goh, C. C. M., & Burns A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
  26. Hruby, M. & Stankova, E. (2019). Searching for the future cream of the crop in the Czech military. In J. Fejfar, M. Fejfarova, M. Flegl, J. Husak, & I. Krejci (Eds.), Proceedings of the 16th International Conference Efficiency and Responsibility in Education (pp. 90-96). Czech University of Life Sciences.
  27. Hruby, M., & Stankova, E. (2020). Examining English language skills in first-year university students. In J. Fejfar & M. Flegl (Eds.), Proceedings of the 17th International Conference Efficiency and Responsibility in Education (pp. 101-107). Czech University of Life Sciences.
  28. Hughes, A. (1989). Testing for language teachers. Cambridge University Press.
  29. Hughes, R. (2002). Teaching and researching speaking. Pearson.
  30. Hulstijn, J. H. (2015). Language proficiency in native and nonnative speakers: Theory and research. John Benjamins Publication Company. DOI:https://doi.org/10.1075/lllt.41
  31. Hymes, D. H. (1966). Two types of linguistic relativity. In W. Bright (Ed.), Sociolinguistics (pp. 114-158). Mouton. DOI:https://doi.org/10.1515/9783110856507-009
  32. Jarvis, S., & Pavlenko, A. (2008). Cross-linguistic influence in language and cognition. Routledge.
  33. Jones, P. (1996). Planning an oral language program. In P. Jones (Ed.), Talking to learn (pp. 12-26). Primary English Teaching Association.
  34. Kaushanskaya, M., & Smith, S. (2016). Do grammatical-gender distinctions learned in the second language influence native- language lexical processing? International Journal of Bilingualism, 20(1), 30-39. DOI:https://doi.org/10.1177/1367006915576830
  35. Kecskes, I. (2015). The state of L1 knowledge in foreign language learners. WORD, 49(3), 321-340. DOI:https://doi.org/10.1080/00437956.1998.11432476
  36. Kecskes, I., & Papp, T. (2000). Foreign language and mother tongue. Lawrence Erlbaum Associates Publishers.
  37. Khyrova, L. (2016). Supporting speaking competence of children in primary school [Unpublished master's thesis]. Charles University.https://dspace.cuni.cz/handle/20.500.11956/77852.
  38. Kim, K., & Pae, T. (2021). Examining the simultaneous effects of L1 writing, L2 reading, L2 proficiency, and affective factors on different task types of L2 writing. Discourse Processes, 58(7), 662-680. DOI:https://doi.org/10.1080/0163853x.2021.1872989
  39. Levy, B. J., McVeigh, N. D., Marful, A., & Anderson, M. C. (2007). Inhibiting your native language: The role of retrieval- induced forgetting during second-language acquisition. Psychological Science, 18(1), 29-34. DOI:https://doi.org/10.1111/j.1467-9280.2007.01844.x
  40. Luoma, S. (2004). Assessing speaking. Cambridge University Press.
  41. Mackey, A., & Gass, S. M. (2008). Second language research. Routledge.
  42. Nuan, D. (2008). Research methods in language learning. Cambridge University Press.
  43. Orcasitas-Vicandi, M. (2019). Cross-linguistic influence and morphological awareness in English (third language) writing.International Journal of Bilingualism, 24(4), 616-633. DOI:https://doi.org/10.1177/1367006919852164
  44. Paap, K., Mason, L., Zimiga, B., Ayala-Silva, Y., Frost, M., Gonzalez, M., & Primero, L. (2019). Other language proficiency predicts a unique variance in verbal fluency not accounted for directly by target language proficiency: Cross-language interference? Brain Sciences, 9(8), 175. DOI:https://doi.org/10.3390/brainsci9080175
  45. Paquot, M. (2017). L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research, 33(1), 13-32. DOI:https://doi.org/10.1177/0267658315620265
  46. Potuckova, M. (2019). Teaching rhetorics on secondary school. Present state and future perspectives [Unpublished master's thesis]. Charles University.https://is.cuni.cz/webapps/zzp/detail/198931/?lang=cs.
  47. Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29(2), 417-447. DOI:https://doi.org/10.1017/s0305000902005111
  48. Sherwood Smith, M. (2020). Language transfer: A useful or pernicious concept? Second Language Research, 37(3), 409-414. DOI:https://doi.org/10.1177/0267658320941035
  49. Shohamy, E. (2000). The relationship between language testing and second language acquisition, revisited. System, 28(4), 541-553. DOI:https://doi.org/10.1016/s0346-251x(00)00037-3
  50. Slabakova, R. (2017). The scalpel model of third language acquisition.International Journal of Bilingualism, 21(6), 651-665. DOI:https://doi.org/10.1177/1367006916655413
  51. Solcova, P. (2011). Teaching speaking skills [Unpublished master's thesis]. Masaryk University.https://is.muni.cz/th/cvb3k/THESIS_Solcova_text.pdf.
  52. Sparks, R., Patton, J., Ganschow, L., & Humbach, N. (2009). Long-term cross-linguistic transfer of skills from L1 to L2. Language Learning, 59, 203-243. DOI:https://doi.org/10.1111/j.1467-9922.2009.00504.x
  53. Torky, S. A. F. (2006). The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage students. Ain Shams University.
  54. Van Hell, J., & Nici, T. D. (2002). Foreign language knowledge can influence native language performance in exclusively native contexts. Psychonomic Bulletin & Review, 9(4), 780-789.https://link.springer.com/article/. DOI:https://doi.org/10.3758/BF03196335
  55. Wei, X. (2020). Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels. Assessing Writing, 44, 100452. DOI:https://doi.org/10.1016/j.asw.2020.100452
  56. Westergaard, M., Mitrofanova, N., Mykhaylyk, R., & Rodina, Y. (2017). Cross-linguistic influence in the acquisition of a third language: The linguistic proximity model.International Journal of Bilingualism, 21(6), 666-682. DOI:https://doi.org/10.1177/1367006916648859
  57. Winke, P., & Gass, S. (Eds.). (2019). Foreign language proficiency in higher education. Springer. DOI:https://doi.org/10.1007/978-3-030-01006-5
  58. Yager, J., & Gullberg, M. (2020). Asymmetric semantic interaction in Jedek-Jahai bilinguals: Spatial language in a small-scale, nonstandardized, egalitarian, long-term multilingual setting in Malaysia.International Journal of Bilingualism, 24(3), 492-507. DOI:https://doi.org/10.1177/1367006918814378
  59. Yuan, B. (2010). Domain-wide or variable-dependent vulnerability of the semantics, syntax interface in L2 acquisition? Evidence from wh-words used as existential polarity words in L2 Chinese grammars. Second Language Research, 26(2), 219-260. DOI:https://doi.org/10.1177/0267658309349421

Arquivos suplementares

Arquivos suplementares
Ação
1. JATS XML
Baixar


Creative Commons License
Este artigo é disponível sob a Licença Creative Commons Atribuição 4.0 Internacional.