چکیده:
The aim of this study was to investigate the role of linguistic and intelligence factors in the Iranian IELTS candidates’ speaking performance. Linguistic factors include depth and breadth of vocabulary knowledge as well as grammar knowledge. Narrative and verbal intelligences represent the non-linguistic factors. The participants included 329 learners who took 5 validated tests and also participated in a simulated IELTS interview session. Model 1 (excluding the intelligence factors) represents the conventional view, whereas Model 2 (including all factors) is proposed for the first time in this study. The Structure Equation Modeling (SEM) was used to analyze the data. Using the SEM, both proposed models were examined to see which one fits the data more. The results of the comparisons made between the parameter estimates and fit indices of the two models demonstrate that Model 2 outfits Model 1, implying that in contrast to the conventional view, intelligence factors do play a significant and undeniable role in developing the speaking construct. Finally, the applications of the findings to promote the construct validity of IELTS are discussed.
خلاصه ماشینی:
The results of the comparisons made between the parameter estimates and fit indices of the two models demonstrate that Model 2 outfits Model 1, implying that in contrast to the conventional view, intelligence factors do play a significant and undeniable role in developing the speaking construct.
Among many possible reasons for this gap between leaners’ knowledge and the required performance on the exam, the researchers of this study believe that a very important reason comes from the misconceptions held by language learners and their teachers about the nature of L2 speaking ability and the factors that can affect one’s speaking performance.
This is rooted in the overestimation of the role of knowledge of grammar (Cutrone, 2009; Katayama, 2007; Lockley Farrell, 2011; Nishino, 2008; Saito Ebsworth, 2004) and vocabulary (Horwitz, Horwitz, Cope, 1986; Ohata, 2005; Young, 1990) in L2 speaking.
2. Does a model of L2 speaking include narrative and verbal intelligences (nonlinguistic factors) along with knowledge of grammar and vocabulary (linguistic factors)?
A group of research projects focused on the speaking skill move from practice to theory; in other words, they analyze the current status of speaking exams to extract the underlying theoretical assumptions held by test developers (see Chen Zechner, 2011; Galaczi, 2005, 2010; Kim, 2010; Read, 2005; Shaw, 2003).
3. 2 Instrumentation Six tests were used to measure the participants’ knowledge of grammar, depth and breadth of vocabulary knowledge, verbal intelligence, narrative intelligence, and speaking ability.
Discussion The present study was launched to test a central point according to which intelligence factors have a significant role in determining one’s L2 speaking ability.