چکیده:
This study aims to explore the relationship between syntactic and lexical complexity and also the relationship between different aspects of lexical complexity. To this end, speech monologs of 35 Iranian high-intermediate learners of English on three different tasks (i.e. argumentation, description, and narration) were analyzed for correlations between one measure of syntactic complexity (mean number of clauses per Analysis of Speech Unit) and two measures of lexical complexity (diversity and sophistication). Spearman’s rho was used to calculate correlations between the average scores for syntactic and lexical complexity obtained from the three tasks and also for each of the three tasks individually. The results showed that the average scores for lexical diversity and lexical sophistication correlated positively, but the correlation was found only for the narration task. Also, the average scores for syntactic complexity did not correlate significantly with any of the average scores for the two measures of lexical complexity. However, the pattern of results differed across the three tasks. In the argumentation task, syntactic complexity correlated significantly only with lexical diversity. Syntactic complexity did not correlate significantly with any of the two measures of lexical complexity in the description task. In the case of the narrative task, there was a significant correlation between syntactic complexity and both measures of lexical complexity. The results are discussed in light of Levelt’s (1989) speaking model.
خلاصه ماشینی:
e. argumentation, description, and narration) were analyzed for correlations between one measure of syntactic complexity (mean number of clauses per Analysis of Speech Unit) and two measures of lexical complexity (diversity and sophistication).
Skehan (2009b) characterizes successful task-based performance as containing “more advanced language, leading to complexity; a concern to avoid errors, leading to higher accuracy if this is achieved; and the capacity to produce speech at normal rate and without interruption, resulting in greater fluency” (p.
g. , Ellis & Yuan, 2005; Yuan & Ellis, 2003) on the complexity, accuracy, and fluency of second language learners’ linguistic performance on pedagogical tasks has been a thriving area of research.
Lexical complexity is a multidimensional feature of language use which encompasses diversity, sophistication, and density (Wolfe-Quintero, Inagaki, & Kim 1998; Read, 2000).
The present study aims to further explore the lexical aspect of task performance through investigating the relationship between different aspects of lexical complexity and how they are related to syntactic complexity in the speech monologues of Iranian EFL learners.
However, the positive correlation between lexical diversity and syntactic complexity was significant in the cases of the argumentation and narration tasks.
It might well be the case that, as proficiency increases, the performance of second language learners approximates that of native speakers, hence the observed positive correlation between lexical sophistication and syntactic complexity in the case of the narration task in the present study could be attributed to their relatively high proficiency level.