An investigation into speaking performance: The role of vocabulary knowledge and student perceptions

The current study set out to explore the relationship between vocabulary knowledge and speaking performance. In order to achieve this goal, 57 B1 level students, based on the Common European Framework of Reference for Languages (CEFR), were recruited. The participants were studying in an intensive English Language Learning Program at a state university in Southeastern Turkey. A mixed-methods research design was utilized. The data were collected through Productive Vocabulary Levels Test (PVLT), AuralLex (A-Lex), Speaking Performance Test (SPT), and interviews. The results show that the two dimensions of vocabulary knowledge (productive and phonological vocabulary knowledge) are significantly correlated with speaking performance. Multiple regression analysis indicates that both productive and phonological vocabulary knowledge explains 32% of the variance in speaking performance. Qualitative findings revealed that the participants consider vocabulary knowledge as one of the essential elements of speaking performance. Besides, most of them stated that vocabulary knowledge influences their speaking performance in the individual interviews. As a result, the present study proved the significant role of vocabulary knowledge in speaking performance in its research context. Based on these findings, implications for teaching English as a foreign language and recommendations for further studies are given.