The Effects Of L2 Proficiency Variables On Oral Proficiency

The purpose of this study is to explore the systematic influence of second language proficiency variables on L2 oral proficiency. The study adopts a multidimensional conceptualization of second language proficiency. To be exact, competence and skills, comprehension and production are distinguished within the scope of second language proficiency. The specific research questions involved in this study are as follows: 1) what are the relationships between L2 comprehension competences and L2 oral proficiency? 2) what are the relationships between L2 comprehension skills and L2 oral proficiency? 3) what are the relationships between L2 production competences and L2 oral proficiency? 4) what are the relationships between L2 production skills and L2 oral proficiency?The subjects of this study are 70 non-English majors from a natural English class. Both the quantitative and qualitative approaches are applied in this research. The instruments in the quantitative part of the study are a series of tests which respectively measure the subjects' comprehension competence and skills and production competence and skills. The instruments in the qualitative part of the study are mainly observation and comparison. All the scores which the subjects obtained in the tests served as the raw data for further analyses. The statistical packages of SPSS and LISREL were used in the quantitative analysis of the study. The causal model built in the quantitative part of the study shows there are three second language proficiency variables that have direct effect on L2 oral proficiency. These three variables are second language production vocabulary, second language listening ability and second language writing ability. And these variables can jointly account for 64% of the variation of L2 oral proficiency. That is to say, 64% of the difference of L2 oral proficiency can be explained by the combined differences of these three variables. This causal model indicates that second language production vocabulary contributes most to the development of second language speaking ability. In this model, second language comprehension competence and skills tend to have indirect effect on L2 oral proficiency. It is found that comprehension vocabulary has the greatest indirect effect on L2 oral proficiency and it is the variable which has the widest relations with other variables of second language proficiency. The results of the qualitative analysis support the findings of quantitative study.The findings of the study have both theoretical and practical significance. Theoretically, the study provides a theoretical framework for investigating the systematic influence of L2 proficiency variables on L2 oral proficiency. Future studies can expand the sample to verify the model. Or they can extend the model to different subjects such as English majors and postgraduates. They can also add more variables to the model. The successful application of the multi-level definition of second language proficiency to the establishing of the model indicates that researchers should distinguish the comprehension competence and production competence when exploring the factors affecting L2 oral proficiency. Practically, the results show that the development of L2 oral proficiency depends on the accumulation of the L2 production vocabulary, the coordinated development of listening ability and speaking ability and the promotion of L2 writing ability. English teachers and students can use the model to identify the causes that hinder the development of their speaking ability and then find their way out accordingly. Methodologically, the successful application of both quantitative and qualitative approaches and the use of path analysis and the linear causal model expand the methodology of L2 oral research.