Word Knowledge Dimensions in L2 Lexical Inference: Testing Vocabulary Knowledge and Partial Word Knowledge

2022 ◽  
Author(s):  
Haomin Zhang ◽  
Zhenxia Pei
Keyword(s):  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Partial Word

scholarly journals Partial Word Knowledge and Vocabulary Growth during Reading Comprehension

1997 ◽  
Vol 29 (4) ◽  
pp. 531-553 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Steven A. Stahl ◽  
Elisabeth L. McFalls
Keyword(s):  
Elementary School Children ◽  
Fourth Graders ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Control Vocabulary ◽  
Story Reading ◽  
Part Of Speech ◽  
Vocabulary Growth ◽  
Partial Word ◽  
Unknown Words

The experiment investigated the development of vocabulary knowledge in elementary school children as a function of story reading for partially known and unknown words. Fourth graders participated in a vocabulary checklist in which they provided definitions or sentences for words they knew (known words) and checked off words they did not know the meaning of but were familiar with (partially known words). Children then read stories containing some of these words. The remaining words served as a control. Vocabulary growth was small but even for both partially known and unknown words. However, the characteristics of the words being learned themselves (particularly, part of speech and concreteness) were more important in determining this growth than aspects of the texts.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals The learner as lexicographer: using monolingual and bilingual corpora to deepen vocabulary knowledge

2014 ◽  
Vol 4 (2) ◽  
pp. 53-65 ◽  
Author(s):  
Kristina HMELJAK SANGAWA
Keyword(s):  
Language Learning ◽  
Vocabulary Knowledge ◽  
Social Constraints ◽  
Word Knowledge ◽  
Challenging Tasks ◽  
Written Form ◽  
Bilingual Corpora ◽  
The University ◽  
Pragmatic Knowledge ◽  
Selection Of

Learning vocabulary is one of the most challenging tasks faced by learners with a non-kanji background when learning Japanese as a foreign language. However, learners are often not aware of the range of different aspects of word knowledge they need in order to successfully use Japanese. This includes not only the spoken and written form of a word and its meaning, but also morphological, grammatical, collocational, connotative and pragmatic knowledge as well as knowledge of social constraints to be observed. In this article, we present some background data on the use of dictionaries among students of Japanese at the University of Ljubljana, a selection of resources and a series of exercises developed with the following aims: a) to foster greater awareness of the different aspects of Japanese vocabulary, both from a monolingual and a contrastive perspective, b) to learn about tools and methods that can be applied in different contexts of language learning and language use, and c) to develop strategies for learning new vocabulary, reinforcing knowledge about known vocabulary, and effectively using this knowledge in receptive and productive language tasks.

scholarly journals Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 71-89
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
Mental Lexicon ◽  
Verbal Working Memory ◽  
Educational Programme ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Word Knowledge ◽  
L2 Vocabulary

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

scholarly journals When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

2018 ◽  
Vol 8 (4) ◽  
pp. 169 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Dan Reynolds ◽  
Tess Lantos ◽  
Sara Gould ◽  
...  
Keyword(s):  
Complex Problem ◽  
Vocabulary Knowledge ◽  
Research Assessment ◽  
Word Knowledge ◽  
Problem Space ◽  
Confirmatory Factor ◽  
History Of ◽  
Standardized Measure ◽  
Theory Research ◽  
Vocabulary Assessment

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed.

Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

scholarly journals How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Elizabeth J. Pretorius ◽  
Lieke Stoffelsma
Keyword(s):  
South African ◽  
Strong Predictor ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Word Knowledge ◽  
Western Cape ◽  
School Year ◽  
Language Groups ◽  
Grade 3 ◽  
South African Township

In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

scholarly journals VOCABULARY SIZE AT FOUR STAGES OF LANGUAGE DEVELOPMENT

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nina Daskalovska
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Vocabulary Size ◽  
School Students ◽  
Authentic Texts ◽  
The Difference

One of the main aims of language learning is developing communicative competence, or the ability to communicate effectively in everyday situations. In order to achieve that, besides grammar knowledge, learners need to acquire enough vocabulary knowledge that would enable them to use the language outside the classroom, which requires acquiring significant receptive and productive word knowledge in order to be able to participate in various communicative situations. Research shows that the most frequent 2000 words comprise about 85% of the words in any text regardless of the topic, and that learners need to know at least 3000 word families in order to be able to use the language successfully and to be able to read authentic texts with understanding. However, experience shows that acquiring a large vocabulary is one of the biggest obstacles that language learners face in the process of language acquisition. Nevertheless, since vocabulary knowledge is the key component of the overall communicative competence, is it necessary to invest time and effort to learn the most frequent words in the language. The aim of this study is to determine the vocabulary size of language learners at four stages of language development. In addition, the study attempts to determine the difference between receptive and productive knowledge of vocabulary, as well as the difference between knowledge of words seen in isolation and in context. The participants were four groups of learners, of whom three groups comprised elementary and secondary school students and one group were university students. The results showed that during the first five years of learning the vocabulary knowledge increases at a greater rate, that learners have better receptive than productive knowledge of words, and that seeing words in context helps learners demonstrate greater receptive and productive vocabulary knowledge. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" /></p>

scholarly journals The learnability of word knowledge aspects in Thai EFL high school learners

2021 ◽  
Vol 17 (1) ◽  
pp. 34-55
Author(s):  
Worakrit Nontasee ◽  
Apisak Sukying
Keyword(s):  
High School ◽  
High School Students ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
School Students ◽  
Future Studies ◽  
Knowledge Growth ◽  
The Relationship

This study investigated the learnability of multiple word knowledge aspects and the relationship between the word knowledge aspects. A total of 261 Thai high school students were measured on receptive and productive word knowledge aspects: word parts, the form-meaning link, and collocations. The current findings indicated that word parts are acquired first, followed by the form-meaning link and collocations, which suggest the receptive and productive continuum of learning word knowledge aspects. The present results also indicated an interdepended association between word knowledge aspects. Overall, the findings suggest receptive and productive knowledge of word knowledge aspects is an essential underpinning for vocabulary knowledge growth. Recommendations for future studies are also discussed.

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