Semantic Memory Tasks for Second-Language Speaking Performance

This study investigates the effects of semantic memory tasks, rapid automatic naming (RAN) and category fluency (CF), on second-language (L2) speaking performance compared with a conventional text-reading (TR) task. Semantic memory, which involves the storage and retrieval of general knowledge, plays a crucial role in language use, including vocabulary acquisition, speech production, and comprehension. The study involved 60 advanced English L2 adult learners who completed one of three pre-speaking tasks: RAN, CF, or TR. After these tasks, the participants orally retold a story from a wordless picture book. Experienced English teachers rated their speaking samples based on a standardized rubric. Results showed that both RAN and CF significantly improved speaking performance compared to TR, with no significant difference between RAN and CF. This improvement is attributed to the higher cognitive retrieval of lexical items activated by RAN and CF, which facilitated better word retrieval during speaking tasks. The study highlights that semantic memory-enhancing activities can effectively improve L2 speaking performance in classroom settings.