Takumi Uchihara

This meta‐analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta‐analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies ( N = 1,918) to calculate the mean effect size of the frequency–learning relationship and to explore the extent to which 10 empirically motivated variables modera

Abstract The present meta‐analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word‐focused activities: flashcards, word lists, writing, and fill‐in‐the‐blanks. One hundred effect sizes from 22 studies were included in meta‐regression analyses and administered separately for the observations measured with meaning‐recall and form‐recall tests. The results revealed that the average percentage learning gains were 60.1% and 58.5% o

This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self‐rating of vocabulary knowledge) and self‐perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English‐medium instruction ( EMI ) courses in Japan. The students’ academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Results showed that learners with larger aural vocabul

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results

The current study investigated the extent to which L2 learners’ productive vocabulary knowledge could predict multiple dimensions of spontaneous speech production. A total of 39 English as a foreign language (EFL) participants with varying L2 proficiency levels first completed a productive vocabulary knowledge task (Lex30). Their spontaneous speech, elicited via a series of picture description tasks, was then assessed for comprehensibility (i.e. ease of understanding), accentedness (i.e. linguis

Abstract Listener‐based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, our meta‐analysis examined the relationship between different aspects of utterance fluency and listener‐based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients between objective measures of temporal features and subjective ratings of fluency. We analyzed 263 effect sizes from 22 studies ( N = 335–746)

Research has suggested the important role of vocabulary knowledge in second language (L2) speaking proficiency. However, earlier studies tended to disregard the congruence in test format between assessing vocabulary knowledge and speaking skills with the former predominantly measured in written format. The current study measured vocabulary knowledge in spoken format to university students speaking English as an L2, and investigated whether spoken vocabulary knowledge predicts speaking proficienc

Abstract Eighty Japanese learners of English as a foreign language encountered 40 target words in one of four experimental conditions (three encounters, six encounters, three encounters with talker variability, and six encounters with talker variability). A picture-naming test was conducted three times (pretest, immediate posttest, and delayed posttest) and elicited speech samples were scored in terms of form-meaning connection (spoken form recall) and word stress accuracy (stress placement accu

This study examined the relationship between second language (L2) learners' collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, <i>t</i>-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective measures of fluency (articulation rate, sile

Abstract This meta-analysis of 31 studies aimed to determine the effectiveness of perception-based high variability phonetic training (HVPT) for second language (L2) production learning and to identify learner-related and methodological variables that influence production gains. Based on independent effect sizes for 43 within-participant and 17 between-participant designs, small-to-medium effects of post-training improvement were found. The average production gains for trained items and untraine

Abstract The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture‐naming test was administered before, immediately after, and approximately one week after the treatment. The elicited speech samples were evalu

Abstract This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy‐five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low‐frequency words while viewing their corresponding pictures, and completed a picture‐naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were asse

The current study aims to explore the validity of measuring comprehensibility versus accentedness of L2 words as a construct of word pronunciation knowledge. Two research questions were addressed by investigating (a) the interrelationships among four listener-based measures (comprehensibility, accentedness, intelligibility, processing time) and (b) the relative contribution of linguistic features of L2 speech (segmental, word stress, rhythm, fluency) to comprehensibility and accentedness ratings

Abstract This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English ( n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts

Abstract The study investigates how the test modality (spoken or written) of classroom weekly quizzes influences vocabulary learning strategies and facilitates learning the spoken and written knowledge of form‐meaning connection in L2 words. Japanese university students in academic English courses were assigned to two experimental conditions (spoken test and written test groups). The spoken test group prepared for and took weekly quizzes delivered in spoken format, whereas the written test group