Vocabulary forms a fundamental component of speaking ability, as it enables speakers to convey meaning accurately, fluently, and effectively. Although the relationship between vocabulary and speaking has been investigated to some extent, gaps remain in understanding the link between learners’ vocabulary knowledge and their speaking proficiency, as well as how they deploy that knowledge in speaking performance. Drawing on speech production models, the present study examined the relationship between English as a Foreign Language (EFL) learners’ vocabulary size knowledge and their speaking proficiency, as measured via a speaking task, and further investigated the extent of lexical richness in their speech. The results revealed a clear pattern in the contribution of vocabulary size knowledge to speaking proficiency, with aural vocabulary size showing the strongest predictive power. Findings further indicated that lexical diversity and sophistication emerged as important indicators. Overall, the findings suggested that speaking proficiency depends not only on the quantity of vocabulary knowledge, but also on how flexibly learners draw on diverse, semantically nuanced lexical resources. More proficient learners demonstrated the ability to balance diverse, sophisticated words with accessible, high‐frequency words. Implications for vocabulary teaching and speaking assessment are discussed in light of these findings.
Junyan Guo, Martin East· International Journal of App...· 0 citations
This paper provides a comprehensive review of the evolution of foreign language education policy and practice across three East Asian nations: China, Japan and South Korea since World War II. The purpose is to understand the dynamic forces shaping each country's linguistic identity. By tracing policy shifts over time, we can decode how nations strategically calibrate and recalibrate their linguistic investments in response to changing geopolitical, economic and socio-cultural forces.
This paper adopts a qualitative, comparative case study approach. The methodology combines historical policy examination with comparative cross-national analysis. The longitudinal examination involves systematically tracing policy evolution through government documents and educational curricula over the post-war period. The comparative framework highlights common regional trends and national adaptations in informing policy decisions.
This paper reveals that historically national choices in foreign language education were initially driven by realist considerations of national interest and geopolitical power, but have increasingly been informed by neoliberal tenets, as demonstrated by the dominance of English. Yet, the foreign language education policies of these three countries are indicating a constructive multilingual turn, ranging from an active embrace to a passive reception, with the transition unfolding at different speeds across countries.
This paper presents a comprehensive, longitudinal and comparative analysis of foreign language policy mechanisms in the East Asian context, offering valuable insights for policymakers navigating the dynamics between global competitiveness, regional integration, national identity and educational equity, as well as planning future trajectories.
Junyan Guo· International Journal of Com...· 0 citations
