Passive vocabulary size and speed of meaning recognition: are they related?

This paper examines the relationship between fluency and vocabulary size, and also between fluency and word frequency level. Fluency was operationalised as the time learners need to recognize meanings of words sampled from different frequency levels. It was measured by a computerised vocabulary recognition speed test (VORST). The test was given to 488 native and non-native speakers who were divided by vocabulary size into four groups. The four groups were compared on speed of response to the 3000 level and University Word List (UWL) words. Speed was also correlated with vocabulary size. Additionally, response times to different frequency levels were compared for each subject. Results suggest that speed of retrieval is moderately related to vocabulary size and word frequency. Non-native speakers’ increase in speed lags behind increase in vocabulary size. Non-native speakers also respond more slowly to less frequent words. Responses of native speakers, on the other hand, are more homogeneous across subjects and across vocabulary frequencies. Speed of retrieval cannot be fully predicted from vocabulary knowledge and therefore speed tests should supplement tests of vocabulary size and depth.

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Passive vocabulary size and speed of meaning recognition: are they related?

10.26686/wgtn.12560345.v1 ◽

2020 ◽

Author(s):

Paul Nation ◽

B Laufer

Keyword(s):

Word Frequency ◽

Native Speakers ◽

Response Times ◽

Word List ◽

Vocabulary Knowledge ◽

Vocabulary Size ◽

Speed Test ◽

Speed Of Response ◽

The Relationship ◽

Vocabulary Recognition

This paper examines the relationship between fluency and vocabulary size, and also between fluency and word frequency level. Fluency was operationalised as the time learners need to recognize meanings of words sampled from different frequency levels. It was measured by a computerised vocabulary recognition speed test (VORST). The test was given to 488 native and non-native speakers who were divided by vocabulary size into four groups. The four groups were compared on speed of response to the 3000 level and University Word List (UWL) words. Speed was also correlated with vocabulary size. Additionally, response times to different frequency levels were compared for each subject. Results suggest that speed of retrieval is moderately related to vocabulary size and word frequency. Non-native speakers’ increase in speed lags behind increase in vocabulary size. Non-native speakers also respond more slowly to less frequent words. Responses of native speakers, on the other hand, are more homogeneous across subjects and across vocabulary frequencies. Speed of retrieval cannot be fully predicted from vocabulary knowledge and therefore speed tests should supplement tests of vocabulary size and depth.

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Word frequency counts

Lingvisticae Investigationes ◽

10.1075/li.00021.brz ◽

2018 ◽

Vol 41 (2) ◽

pp. 224-239

Author(s):

Bartosz Brzoza

Keyword(s):

Word Frequency ◽

Language Processing ◽

Applied Research ◽

Native Speakers ◽

Present Contribution ◽

Subjective Frequency ◽

Corpus Linguistic ◽

Comprehensive Picture ◽

The Relationship ◽

Frequency Counts

Abstract Lexical frequency is one of the major variables involved in language processing. It constitutes a cornerstone of psycholinguistic, corpus linguistic as well as applied research. Linguists take frequency counts from corpora and they started to take them for granted. However, voices emerge that corpora may not always provide a comprehensive picture of how frequently lexical items appear in a language. In the present contribution I compare corpus frequency counts for English and Polish words to native speakers’ perception of frequency. The analysis shows that, while generally objective and subjective values are related, there is a disparity between measures for frequent Polish words. The direction of the relationship, though positive, is also not as strong as in previous studies. I suggest linking objective with subjective frequency measures in research.

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An Edited Version of the First Eight 1,000-Word Frequency Bands of the Japanese-English Version of the Vocabulary Size Test

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt40.4-1 ◽

2016 ◽

Vol 40 (4) ◽

pp. 3 ◽

Cited By ~ 3

Author(s):

Stuart McLean ◽

Tomoko Ishii ◽

Tim Stoeckel ◽

Phil Bennett ◽

Yuko Matsumoto

Keyword(s):

Language Learners ◽

Word Frequency ◽

Vocabulary Knowledge ◽

English Version ◽

Vocabulary Size ◽

Parts Of Speech ◽

Frequency Bands ◽

Answer Choice ◽

Japanese English

This paper provides and explains the criteria by which the first eight 1,000-word frequency bands of the Japanese bilingual Vocabulary Size Test (VST) were revised. The VST (Nation & Beglar, 2007) was designed as a measure of vocabulary size for language learners. It was originally produced and validated in a monolingual format, but in recent years several bilingual versions have also been made. These variants may yield more accurate results, because they avoid conflating vocabulary knowledge with ability to decode answer choices in the L2. However, they have received little scrutiny beyond initial piloting and may therefore benefit from further examination and refinement (Nguyen & Nation, 2011). This paper describes the revision of the first eight 1,000-word frequency bands of the Japanese bilingual VST with the goal of increasing the test’s unidimensionality and accuracy. The revisions (a) removed English loanwords from the answer choices to prevent examinees from correctly responding through phonological matching alone, (b) ensured that the parts of speech of each answer choice were identical, and (c) matched the lengths of answer choices. 本論文は、日本語版２ヶ国語 Vocabulary Size Test (VST) における最初の8000語レベルまでの改訂された単語出現頻度帯の基準を説明したものである。VST (Nation and Beglar, 2007) は言語学習者の語彙サイズを計測するために作られたもので、当初は英語のみで制作されていたが、近年様々な言語対応の版も作られている。これらの版では、英語の読解力に左右されることなくテストを受けられ、より正確な結果が得られることが予想される。しかしながら、それらの版は初期のパイロットテストの範囲を超える精査が殆どされていないため、更なる検証を重ねる事には意義がある（Nguyen & Nation, 2011）。本論文は、日本語版 VST の最初の8000語レベルの単語出現頻度帯について、測定の一次元性と正確さの向上を目的に改訂を試み、その結果をまとめたものである。改訂作業においては、 (a) 音による推測が容易なカタカナ語を選択肢から排除し、 (b) 各選択肢の品詞を統一し、(c) 各選択肢の長さの均衡をとった。

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An Analysis of EFL Learners' Vocabulary and Lexical Collocational Knowledge

Journal of English Language and Culture ◽

10.30813/jelc.v8i1.1029 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Ardi Nugroho

Keyword(s):

English Language ◽

Significant Positive Correlation ◽

Mother Tongue ◽

Vocabulary Knowledge ◽

Vocabulary Size ◽

Efl Learners ◽

Language And Culture ◽

L1 Influence ◽

Lexical Collocations ◽

The Relationship

One of the problems that EFL learners, more specifically Indonesian learners of English, often face deals with collocation. A possible reason for why learners often make inaccurate collocations is the influence of the learners’ L1 or mother tongue. Another likely reason for the learners’ inability to produce native-like collocations is their lack of vocabulary knowledge. So how exactly does one measure learners’ vocabulary knowledge? One way of doing it is by looking at their vocabulary size and depth as well as their receptive and productive vocabulary. From this, the writer has become interested in exploring the relationship between learners’ vocabulary and collocational knowledge, as well as the learners’ L1 influence on their collocation recognition and production. The source of data for the current research is students from the second and fourth semesters of the English Language and Culture department at Bunda Mulia University. In order to measure these variables, the following tools are used: the Vocabulary Size Test (Nation and Beglar, 2007), the Words Associate Test (Read, 1998) and an adapted version of Gyllstad’s (2007) receptive and Nikonzika’s (2012) productive collocation tests. Each of the variables is analyzed using the Pearson product-moment correlation. The findings show that there is a significant positive correlation between the students’ vocabulary knowledge and English lexical collocational knowledge. It is also found that the students’ L1 directly influences their recognition and production of English lexical collocations. Keywords: vocabulary size and depth, receptive and productive collocation

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

JET (Journal of English Teaching) ◽

10.33541/jet.v7i1.2434 ◽

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

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The relationship of four variants of the Vocabulary Size Test to a criterion measure of meaning recall vocabulary knowledge

System ◽

10.1016/j.system.2019.102161 ◽

2019 ◽

Vol 87 ◽

pp. 102161 ◽

Cited By ~ 1

Author(s):

Tim Stoeckel ◽

Jeffrey Stewart ◽

Stuart McLean ◽

Tomoko Ishii ◽

Brandon Kramer ◽

...

Keyword(s):

Vocabulary Knowledge ◽

Criterion Measure ◽

Vocabulary Size ◽

Relationship Of ◽

The Relationship

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Vocabulary of L1 and L2 Graduation Theses Written by English Philology Students: Academic Writing of Montenegrin and US Students Compared

ELOPE English Language Overseas Perspectives and Enquiries ◽

10.4312/elope.17.2.101-113 ◽

2020 ◽

Vol 17 (2) ◽

pp. 101-113

Author(s):

Milica Vuković Stamatović ◽

Vesna Bratić ◽

Igor Lakić

Keyword(s):

Academic Writing ◽

Native Speakers ◽

American English ◽

Word List ◽

Academic Vocabulary ◽

Vocabulary Size ◽

Lexical Variation ◽

The University ◽

L1 And L2

The paper explores the lexical profile of graduation theses written by the students at the University of Montenegro and compares it against that of BA theses authored by native speakers of American English. We study their lexical level (LFP method), lexical variation (sTTR method), and share of academic vocabulary according to the New Academic Word List (Browne, Culligan and Philliphs). We depart from the assumption that L2 academic writing is less complex vocabulary-wise and aim to determine how different it is and where the lexical differences may lie, so that pedagogical recommendations can be made. The results show that the Montenegrin theses are readable at 4,000 words, which means that B2 learners (according to CEFR) can read them at a reasonable level. In contrast, the theses written by native speakers can be read at 7,000 words, i.e. only by those commanding good C levels. As this is in line with our expectations, we conclude that the Montenegrin theses display a sufficient vocabulary size. Since the students still underuse academic vocabulary, we recommend that more emphasis should be placed on it in the course of their studies.

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WORD FREQUENCY, COLLOCATIONAL FREQUENCY, L1 CONGRUENCY, AND PROFICIENCY IN L2 COLLOCATIONAL PROCESSING

Studies in Second Language Acquisition ◽

10.1017/s0272263117000237 ◽

2017 ◽

Vol 40 (2) ◽

pp. 395-416 ◽

Cited By ~ 13

Author(s):

Brent Wolter ◽

Junko Yamashita

Keyword(s):

Word Frequency ◽

Native Speakers ◽

Response Times ◽

Nonnative Speakers ◽

Mixed Effects ◽

Judgment Task ◽

Formulaic Sequences ◽

English Only ◽

Mixed Effects Modeling ◽

Word Level

AbstractThis study investigated the effects of word frequency, collocational frequency, L1 congruency, and L2 proficiency, on L2 collocational processing. Two groups of L1 Japanese speakers of English (intermediate and advanced) and one group of English native speakers (NSs) performed an online acceptability judgment task on four types of adjective-noun constructions: (1) congruent collocations, (2) English-only collocations, (3) Japanese-only collocations, and (4) baseline items. Response times were analyzed using mixed-effects modeling and correlations. In contrast to NSs, nonnative speakers (NNSs) processed congruent collocations significantly faster than English-only collocations. As for frequency, all three groups demonstrated sensitivity to both word-level and collocation-level frequency. However, the distributions differed across the three groups. We concluded that age/order of acquisition effects (Carroll & White, 1973) provided the best explanation for the congruency results. Regarding the frequency results, we concluded that the findings conflict with claims that NNSs may process formulaic sequences differently than NSs (e.g., Wray, 2002, 2008).

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Vocabulary knowledge in relation to memory and analysis: An approximate replication of Milton's (2007) study on lexical profiles and learning style

Language Teaching ◽

10.1017/s0261444813000049 ◽

2013 ◽

Vol 46 (3) ◽

pp. 335-354 ◽

Cited By ~ 3

Author(s):

Paul Booth

Keyword(s):

Linear Relationship ◽

Learning Style ◽

Low Frequency ◽

Approaches To Learning ◽

Vocabulary Knowledge ◽

Vocabulary Size ◽

Aptitude Tests ◽

The Individual ◽

Individual Profiles ◽

Vocabulary Recognition

This paper presents an approximate replication of Milton's (2007) study on lexical profiles and learning style. Milton investigated the assumption that more frequent words are acquired before less frequent ones. Using a vocabulary recognition test (X-Lex) to measure vocabulary size, Milton found that L2 English group profiles show a linear relationship between greater knowledge of high frequency words and lesser knowledge of low frequency items. The profiles also showed variability in individual profiles. Milton hypothesised that the individual differences in profiles are partly attributable to different approaches to learning, as elicited via language aptitude tests of memory and analysis. Learner profiles that showed a linear relationship with vocabulary frequency scored higher on analysis; learners who had irregular profiles scored higher on memory. The aim of this replication is to confirm whether learning style helps to determine what L2 lexis is learnt. It duplicates the vocabulary size test and the memory and analysis tests. However, the replication uses regression analyses, rather than a single ANOVA, to determine whether memory or analysis contributes to vocabulary knowledge. Moreover, the participants’ L1 backgrounds are mixed, and they are older. The results from this replication do not support Milton's findings, but a post-study supports the notion that at low proficiency there is a relationship between memory and vocabulary size. It is concluded that neither memory nor analysis is related to patterns in lexical profiles, but that memory contributes to vocabulary size.

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