Structure of Japanese EFL Learners’ Speaking Ability

An Empirical Approach Focusing on Non-Linguistic Variables and Learner Factors

Abstract

This paper aims to explore the structure of the speaking ability of Japanese EFL learners, focusing on the relations among non-linguistic variables, learner factors and two types of speaking. Two types of speaking ability, the key concepts of this research, are defined based on Cummins' Hypothesis (1980), which proposed a dichotomy of English proficiency, including basic interpersonal communications skills (BICS) and cognitive academic language proficiency (CALP). Thirty-five Japanese university students participated in a series of the survey project, including two Oral Performance Tests (OPT) and a set of questionnaires on English learning motivation, willingness to communicate (WTC), meta-cognition, and cognitive styles. Three analyses using an exploratory regression model in SEM showed that the two types of speaking are contributed differently by affective and cognitive variables and learner factors. The major findings have led to the following pedagogical implications: Enlightened and eclectic approaches are expected to be generated for Japanese EFL learners to improve each of the two different types of speaking ability effectively.