Vocabulary growth in second language among immigrant school-aged children in Greece

2012 ◽  
Vol 35 (3) ◽  
pp. 621-647 ◽  
Author(s):  
PANAGIOTIS G. SIMOS ◽  
GEORGIOS D. SIDERIDIS ◽  
ANGELIKI MOUZAKI ◽  
ASPASIA CHATZIDAKI ◽  
MARIA TZEVELEKOU
Keyword(s):  
Second Language ◽  
Cognitive Ability ◽  
Ethnic Group ◽  
Hierarchical Linear Modeling ◽  
Parental Education ◽  
Block Design ◽  
Individual Variability ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Growth

ABSTRACTThe goal of the study was to assess differences between native Greek and bilingual, immigrant children of Albanian descent learning Greek as a second language on a receptive vocabulary measure. Vocabulary measures were obtained at five time points, 6 months apart, from 580 children attending Grades 2–4. Individual variability on both initial performance (intercept) and growth rate (slope) was assessed using hierarchical linear modeling, which included linguistic/ethnic group, parental education (as a socioeconomic status [SES] indicator), gender, and a measure of nonverbal cognitive ability as time-invariant predictors of vocabulary growth. Results indicated that linguistic/ethnic group, parental education, and baseline nonverbal cognitive ability were significant predictors of initial vocabulary scores, whereas only linguistic/ethnic group and nonverbal ability accounted for significant variability in vocabulary growth rates. Additional analyses confirmed that linguistic/ethnic group remained a significant predictor of receptive vocabulary knowledge at both the intercept and the slope levels even after controlling for the initial differences between groups on parental education and block design subtest scores.

scholarly journals The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

2014 ◽  
Vol 57 (5) ◽  
pp. 1804-1816 ◽  
Author(s):  
Milijana Buac ◽  
Megan Gross ◽  
Margarita Kaushanskaya
Keyword(s):  
Second Language ◽  
Native Language ◽  
Primary Caregivers ◽  
Primary Caregiver ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Language Exposure ◽  
Language Environment ◽  
The Impact

Purpose The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills. Conclusion These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

Is Receptive Vocabulary Knowledge a Predictor for English as a Second Language Learners’ Level of Speaking Performance?

2017 ◽  
Vol 23 (4) ◽  
pp. 2907-2910
Author(s):  
Nor Hazwani Munirah Lateh ◽  
Sarimah Shamsudin ◽  
Manvender Kaur Sarjit Singh ◽  
Seriaznita Mat Said
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Speaking Performance

Investigating the role of vocabulary size in second language speaking ability

2018 ◽  
Vol 24 (4) ◽  
pp. 540-556 ◽  
Author(s):  
Takumi Uchihara ◽  
Jon Clenton
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Expert Rating ◽  
L2 Speaking ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

The development of vocabulary in English as a second language children and its role in predicting word recognition ability

2009 ◽  
Vol 30 (1) ◽  
pp. 153-185 ◽  
Author(s):  
MAUREEN JEAN ◽  
ESTHER GEVA
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
First Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Rapid Automatized Naming ◽  
Word Meanings ◽  
Grade 5 ◽  
Elementary Aged Children ◽  
Recognition Ability

ABSTRACTDo older English as a second language (ESL) children have the same knowledge of word meanings as English as a first language (EL1) children? How important is vocabulary's role in predicting word recognition in these groups? This study sought to answer these questions by examining the profiles of ESL and EL1 upper elementary aged children, for a 2-year period starting in Grade 5. Multivariate analyses revealed that (a) EL1 and ESL groups did not differ on underlying processing components (e.g., phonological awareness [PA], rapid automatized naming [RAN], and working memory [WM]) or on word recognition, but ESL children continued to lag behind their EL1 peers on knowledge of word meanings that correspond approximately to their grade level; and (b) vocabulary knowledge (root words and receptive vocabulary), explained a small proportion of additional variance on word recognition concurrently and longitudinally after accounting for the contributions of PA, RAN, and WM.

scholarly journals Review and Discussion of Learning Strategies of Second Language Vocabulary Acquisition

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Dr. Bachiri Housseine ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
Learning Strategies ◽  
School System ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Vocabulary Learning Strategies ◽  
Vocabulary Growth ◽  
Efl Students ◽  
L2 Vocabulary

Learning second language (L2) vocabulary can be a challenge for L2 students. As researchers and TEFL practitioners, we perpetually strive to seek ways to help our students with necessary linguistic tools to be ultimately both productive and resourceful. Moroccan EFL students in L2 are able to use learning strategies, which are valued in the school system, in order to, among other things, expand their vocabulary knowledge for the purpose of being able to communicate verbally and non-verbally. It is complex, however, to determine to what extent these strategies are used. In fact, very few studies have emphasized vocabulary learning strategies. Therefore, this study is of interest to Moroccan university students so as to determine which strategies to use, how often, and whether their use has an impact on students’ vocabulary growth.

LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE

2020 ◽  
pp. 1-23 ◽  
Author(s):  
Tim Stoeckel ◽  
Stuart McLean ◽  
Paul Nation
Keyword(s):  
Family Member ◽  
Random Sample ◽  
Correct Response ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Materials Selection ◽  
Lexical Knowledge ◽  
Test Strategies ◽  
Vocabulary Growth ◽  
Limited Precision

Abstract Two commonly used test types to assess vocabulary knowledge for the purpose of reading are size and levels tests. This article first reviews several frequently stated purposes of such tests (e.g., materials selection, tracking vocabulary growth) and provides a reasoned argument for the precision needed to serve such purposes. Then three sources of inaccuracy in existing tests are examined: the overestimation of lexical knowledge from guessing or use of test strategies under meaning-recognition item formats; the overestimation of vocabulary knowledge when receptive understanding of all word family members is assumed from a correct response to an item assessing knowledge of just one family member; and the limited precision that a small, random sample of target words has in representing the population of words from which it is drawn. The article concludes that existing tests lack the accuracy needed for many specified testing purposes and discusses possible improvements going forward.

LexITA: A Quick and Reliable Assessment Tool for Italian L2 Receptive Vocabulary Size

2020 ◽  
Author(s):  
Simona Amenta ◽  
Linda Badan ◽  
Marc Brysbaert
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Assessment Tool ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Reliable Assessment ◽  
Proficiency Assessment ◽  
Lexical Competence

Abstract In language and second language acquisition research, it is important to have a measure for tracking the proficiency level of participants. Lexical competence is fundamental for communicative purposes in a given language, and vocabulary tests are a reliable measure to assess lexical proficiency. That is why vocabulary tests have a central role in language proficiency assessment. Although many people study Italian as second language (L2), an easy-to-use vocabulary test to measure lexical proficiency is still missing. In this work, we aim to fill this gap by presenting LexITA, which is an objective, reliable, and quick assessment of Italian receptive vocabulary. LextITA was validated on students of Italian L2 and showed to be a valid measure to assess vocabulary knowledge of L2 speakers spanning different levels of proficiency.

scholarly journals Identifying Direct and Indirect Influences on Vocabulary Development of Children from Low-Income Families from Infancy to Grade 5

2021 ◽  
Author(s):  
Teresa Ober ◽  
Patricia J. Brooks
Keyword(s):  
Cognitive Ability ◽  
Joint Attention ◽  
Low Income ◽  
Vocabulary Development ◽  
Free Play ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Grade 5 ◽  
Low Income Families

We used structural equation models to explore how a constellation of factors affected vocabulary development trajectories of infants (N = 556; 49.6% male) from low-income families who comprised the control group of the Early Head Start Research Evaluation project. Predictors assessed at age 14 months accounted for 23.5%, 25.8%, and 30.6% of variance in receptive vocabulary (Peabody Picture Vocabulary Test) at 36 months, Pre-K, and Grade 5, respectively. Joint attention, assessed during free play (3-bags task), and infant cognitive ability (Bayley Mental Development Index) had stable direct associations with vocabulary knowledge. Negative mother-infant interaction co-varied with joint attention but had no direct effect on vocabulary knowledge at any age. Gestational age was indirectly associated with vocabulary knowledge via infant cognitive ability. Home environment, maternal education, maternal distress, and child gender had variable direct and/or indirect effects. Latent factors and models were partially invariant for subgroups of children of Black/African American and White/European American mothers. The findings indicate long-term impact of joint attention and related factors on vocabulary growth at least through Grade 5, highlighting the importance of designing interventions to support mothers and infants living in poverty.

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