L2 vocabulary knowledge in and out of context

2013 ◽  
Vol 36 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Hilde van Zeeland
Keyword(s):  
Word Meaning ◽  
Vocabulary Knowledge ◽  
Vocabulary Test ◽  
Contextual Knowledge ◽  
Vocabulary Size ◽  
Word Forms ◽  
Isolated Word ◽  
L2 Vocabulary ◽  
Esl Learners ◽  
Shed Light

The vast majority of second language (L2) vocabulary research focuses on learners’ knowledge of isolated word forms. However, it is unclear to what extent this knowledge can be used as an indicator of knowledge in context (i.e. reading and listening). This study aims to shed light on this issue by comparing ESL learners’ knowledge of the meaning of isolated words (‘decontextual knowledge’) with their knowledge of the same words in both reading and listening (‘contextual knowledge’). Decontextual knowledge was measured in a free recall interview. Contextual knowledge was measured through a task in which participants paraphrased sentences containing the target items from both a written and spoken narrative. Results showed that learners’ decontextual and contextual knowledge agreed in 65% of the cases. This indicates a considerable gap between the two, and emphasises that scores on decontextualised vocabulary test should not be used as predictors of learners’ vocabulary knowledge in context. In addition, learners demonstrated significantly better knowledge of word meaning in the reading than listening mode, which may be due to processing difficulties in listening as well as better inferencing opportunities in reading. Two additional factors found to affect both decontextual and contextual knowledge are word frequency and learners’ vocabulary size.

A Study on Lexical Sense Relations from the Perspective of Vocabulary Breadth and Word Frequency

2016 ◽  
Vol 6 (5) ◽  
pp. 988
Author(s):  
Xiaoli Cheng
Keyword(s):  
Second Language ◽  
Word Frequency ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Word Meaning ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Qualitative And Quantitative ◽  
L2 Vocabulary ◽  
Substantial Extent

In second language (L2) vocabulary acquisition, breadth and depth of vocabulary knowledge are two indispensable components that interrelate with each other to a substantial extent. Breadth of vocabulary is actually vocabulary size. Lexical sense relations, part and parcel of depth of vocabulary, are reported to be able to facilitate the mastery of L2 words. Word frequency concerns the familiarity of words. The present research intends to make a synthetical analysis of the development of L2 word meaning under the influence of vocabulary size and word frequency in classroom settings. The merging of qualitative and quantitative aspects of words is to describe exhaustively how students fit the words into their mind, and to provide some pedagogical implications to L2 vocabulary teaching and learning.

scholarly journals Testing Breadth and Depth of Vocabulary Knowledge and Their Relationship with Vocabulary Size of EFL Students

2021 ◽  
Vol 7 (1) ◽  
pp. 89-100
Author(s):  
Ismi Narulita Firda ◽  
Intan Azkiyah ◽  
Albiansyah
Keyword(s):  
Junior High School ◽  
Correlation Coefficients ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Correlational Research ◽  
8Th Grade ◽  
Efl Students ◽  
L2 Vocabulary ◽  
The Relationship

Abstract   Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This research uses a correlational research design. The sample was 51 EFL learners. The Vocabulary Level Test (VLT) and the Words Associates Test (WAT) were administered in this study. The scores were presented with descriptive statistics for two tests of the breadth and depth of vocabulary knowledge. The results showed that the breadth and depth of the vocabulary knowledge test had a negative correlation with the L2 vocabulary size of EFL students. Using Statistic Product moment, the correlation coefficients found at 0.01 for the breadth and 0.11 for depth is included in the very weak category. So, there is a very weak correlation between the tests of breadth and deep vocabulary knowledge and the size of students' vocabulary.   Keywords: breadth, depth, vocabulary knowledge, vocabulary sizes

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 effects of nonce words, frequency, contextual richness, and L2 vocabulary knowledge on the incidental acquisition of vocabulary through reading: more than a replication of Zahar et al. (2001) & Tekmen and Daloğlu (2006)

2020 ◽  
Vol 58 (1) ◽  
pp. 75-102 ◽  
Author(s):  
Barry Lee Reynolds
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Vocabulary Knowledge ◽  
Control Groups ◽  
Large Effect Size ◽  
Vocabulary Size ◽  
Gain Scores ◽  
Significant Difference ◽  
Language Classes ◽  
L2 Vocabulary

AbstractResearchers investigating the incidental acquisition of vocabulary through reading must select either real or nonce words as targets. To determine whether this decision affects acquisition, English as a foreign language classes (English experimental n=80; nonce experimental n=89) were given a 2,381-token short story containing either 26 target English or nonce words. Analysis of the gain scores on an unexpected meaning recognition assessment for the two experimental and two control groups (English control n=73; nonce control n=114) found a statistically significant difference in acquisition. The large effect size found indicates the choice to use nonce targets has a clear effect on acquisition outcomes. Additional analysis also indicated the contextual richness of the words surrounding targets was subordinate to frequency of exposure in terms of encouraging incidental acquisition. Furthermore, learners’ L2 vocabulary size had only a negligible effect on acquisition outcomes. Further analyses, implications, and consequences in regard to research practices are discussed.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

scholarly journals The Vocabulary Knowledge of Saudi EFL Tertiary Students

2019 ◽  
Vol 12 (5) ◽  
pp. 55
Author(s):  
Sultan Altalhab
Keyword(s):  
Low Frequency ◽  
Vocabulary Knowledge ◽  
Vocabulary Test ◽  
Vocabulary Size ◽  
High Quality ◽  
Authentic Texts ◽  
The Mean ◽  
Basic Level

This study examines the vocabulary knowledge of 120 Saudi tertiary students in order to scrutinise their ability to communicate in English. A vocabulary test constructed by Nation and Beglar (2007) was utilised in the study. The findings revealed that the mean vocabulary size of Saudi EFL tertiary students was roughly 3000 words. Nevertheless, most of the participants achieved low scores in the vocabulary low frequency levels. Some participants were unable to answer any item correctly in these low and mid frequency levels. This suggests that while those students might be able to communicate at a basic level, dealing with reading simplified texts and comprehending listening materials, they may struggle with reading authentic texts, producing a high quality of writing and watching English TV programmes and films.

scholarly journals Receptive Vocabulary Size of Male and Female Saudi English Major Graduates

2018 ◽  
Vol 9 (1) ◽  
pp. 111
Author(s):  
Ibrahim R. Alqarni
Keyword(s):  
English Language ◽  
Word Meaning ◽  
Word List ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
University Graduates ◽  
Vocabulary Size ◽  
Male And Female ◽  
Undergraduate Study ◽  
Word Level

This study measured Saudi university students’ receptive vocabulary knowledge towards the end of their final semester. The subjects were 71 Saudi male and female students. The Vocabulary Levels Test, adopted from Nation’s (2008), was administered in this study. The test assesses learners’ receptive knowledge of word meaning at the following distinct vocabulary levels: the 2nd 1,000-word level, the 3rd 1,000-word level, the 5th 1,000-word level, the 10th 1,000-word level, and the Academic Word List (AWL). The results showed different participants’ performance at different word levels with decreasing mean scores as the frequency of word levels decreased. The results also showed, with no exception, that males outperformed females with statistically significant differences in all the five sections of the test. The participants’ average vocabulary size is approximately 876 and 799 words in the 2nd 1,000-word level, 436 and 355 words in the AWL, 725 and 590 words in the 3rd 1,000-word level, 580 and 477 words in the 5th 1,000-word level for males and females respectively. However, the average vocabulary size decreased dramatically in the 10th 1,000-word level to 254 words for males and 124 for females. Based on these findings, it is concluded that Saudi English Language and Translation university graduates, even with large vocabulary size in the high frequency bands, are generally still below the level of the desired vocabulary competency as EFL learners, and are in fact, in need for more support and concentration in their undergraduate study with regard to their vocabulary learning.

Loanword proportion in vocabulary size tests

2018 ◽  
Vol 169 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Batia Laufer ◽  
Tami Levitzky-Aviad
Keyword(s):  
Random Number ◽  
Word Meaning ◽  
Knowledge Score ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Word Form ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Test Items ◽  
Test Version

Abstract We investigated the effect of English-Hebrew loanwords on English vocabulary test scores when the number of loanwords in the test is random and when it is representative of their proportion in the vocabulary lists from which the test items were taken. 303 EFL learners, speakers of Hebrew as L1, at three L2 proficiency levels, received tests with no loanwords, with a representative number of loanwords and with a random number of loanwords in four modalities: word form recall, word meaning recall, word form recognition, word meaning recognition. Though different effects were found for different modalities and different language proficiencies, the score increases from the representative loanword test version to the random loanword version were low and the effect sizes of the differences were very low. We suggest that the inclusion of loanwords in vocabulary tests may not inflate the true vocabulary knowledge score.

Word knowledge in academic literacy skills among collegiate ESL learners

2019 ◽  
Vol 10 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Haomin Zhang ◽  
Winfred Wenhui Xuan
Keyword(s):  
Academic Writing ◽  
Academic Literacy ◽  
Word Meaning ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
College Level ◽  
Esl Learners ◽  
The Relationship

AbstractThe study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills.

scholarly journals INVESTIGATING EFL SYRIAN UNDERGRADUATES’ VOCABULARY SIZE

2017 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
Maisaa Moustafa Daaboul ◽  
Vahid Nimehchisalem
Keyword(s):  
Foreign Language ◽  
Private University ◽  
Vocabulary Knowledge ◽  
Descriptive Statistics ◽  
Vocabulary Test ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Word Families ◽  
Raising Awareness ◽  
Learning English

Vocabulary knowledge is an important aspect of learning English as a second/foreign language (ESL/ EFL). Previous research has given much attention to ESL/EFL learners’ knowledge of vocabulary by measuring their vocabulary size. Yet, in the EFL Syrian context, there is a rarity of research on learners’ vocabulary size. Therefore, the present study attempted to investigate vocabulary knowledge of English among EFL Syrian learners by measuring their vocabulary size based on a vocabulary size test (VST) adopted from Nation (2006). The study was conducted among 100 Syrian university learners joining English in one private university in Syria. The data collected from the participating students in the form of numerical responses to the vocabulary test was analyzed using descriptive statistics. The results revealed that the Syrian university learners’ overall vocabulary size in English was moderate (M=5.30). Moreover, the scores of the learners across the fourteen 1000-word families/lists of the vocabulary test varied from high to moderate. Based on the results, the study suggested that the average EFL Syrian undergraduates need to expand their vocabulary knowledge through training and instruction on vocabulary-raising awareness.  

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