scholarly journals An Analysis of EFL Learners' Vocabulary and Lexical Collocational Knowledge

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

<p>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.</p><p> </p><p><strong>Keywords: </strong> vocabulary size and depth, receptive and productive collocation</p>

scholarly journals An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 59
Author(s):  
Huda Suleiman Al Qunayeer
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Multiple Choice Questions ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Proficiency Level ◽  
The Relationship

The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

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

scholarly journals Moroccan EFL Learners' Knowledge of Vocabulary and their Speaking Ability: A Correlational Study

2021 ◽  
Vol 4 (12) ◽  
pp. 40-46
Author(s):  
Souad En-nda ◽  
Bani Koumachi
Keyword(s):  
Test Scores ◽  
Significant Positive Correlation ◽  
Pearson Correlation ◽  
Vocabulary Knowledge ◽  
First Year ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Speaking Test ◽  
Males And Females ◽  
The Relationship

The study seeks to investigate the correlation between students' vocabulary knowledge and their speaking ability. It is carried out in Idriss 1st high school in Kenitra, with the participation of 30 first-year baccalaureate students, including males and females. Vocabulary and speaking tests are used as two main instruments to collect data from the participants. Pearson correlation is used in order to determine the relationship between students' scores in vocabulary and their scores in the speaking test. Based on correlation analysis, the research's major findings revealed a significant positive correlation (r=, 744) between the vocabulary test scores of students and their speaking performance in the speaking test.

scholarly journals Probing the Relationship between Vocabulary Knowledge and Listening Comprehension of Iranian Lower-Intermediate EFL Learners

2017 ◽  
Vol 6 (5) ◽  
pp. 273 ◽  
Author(s):  
Mohammad Taghi Farvardin ◽  
Leila Valipouri
Keyword(s):  
Listening Comprehension ◽  
Predictive Power ◽  
Test Word ◽  
Vocabulary Knowledge ◽  
Powerful Predictor ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Depth ◽  
The Relationship ◽  
Pearson Correlations

This study probed the relationship between vocabulary knowledge (i.e., size and depth) and listening comprehension of Iranian lower-intermediate EFL learners. To this end, 80 lower-intermediate EFL learners in Ahvaz, Iran, were selected. This study also investigated the predictive power of the vocabulary size and depth in lower-intermediate EFL learners’ listening comprehension. To this end, three tests (i.e., Vocabulary Levels Test, Word Associates Test, and a listening comprehension test) were administered to the participants. The results of Pearson correlations and multiple regression analyses revealed that vocabulary depth had a higher relationship with the listening comprehension scores (r = 0.43, p < .01). In addition, vocabulary depth proved to be a more powerful predictor of listening comprehension scores. 

scholarly journals Vocabulary Size and Depth of Knowledge: A Study of Bahraini EFL Learners

2021 ◽  
Vol 12 (1) ◽  
pp. 58
Author(s):  
Adel W. Alqallaf ◽  
Madani O. Ahmed
Keyword(s):  
Language Proficiency ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Efl Learners ◽  
University Of Bahrain ◽  
The University ◽  
The Relationship

This study investigates the size and depth of vocabulary knowledge and its relationship to the general language proficiency of EFL learners. The study sample included 120 students from the University of Bahrain. The sample was randomly selected from the student population and split into two groups in terms of their level of English: intermediate and advanced. The study aims to answer four questions: (1) What is the effect of general language proficiency on the sizes of the receptive and productive vocabularies of learners of English at the University of Bahrain? (2) How does general language proficiency affect the depth of vocabulary knowledge of learners of English at the University of Bahrain? (3) What is the relationship between receptive and productive vocabularies and the depth of vocabulary knowledge? and (4) What is the relationship between vocabulary size and the nature of lexical networking? All the students in the sample completed three vocabulary tasks. The first two tasks were Meara and Jones&rsquo;s Eurocentres Vocabulary Size Test (1990) and Meara and Fitzpatrick&rsquo;s Lex30 word association task (2000), which were used to measure the sizes of receptive and productive vocabularies. The third task was Gyllstad&rsquo;s COLLEX test (2007), which was used to investigate the depth of vocabulary knowledge. A quasi-experimental approach was adopted using a quantitative approach to analyze the data. The data of the study were analyzed by comparing the results of the two groups in relation to the three tasks using SPSS 16.0. The findings of the study have revealed that general language proficiency has a positive effect on learners&rsquo; receptive vocabulary size, a moderate effect on learners&rsquo; productive vocabulary size, and a very low effect on the depth of vocabulary knowledge. In addition, no relationship was shown between the size of vocabulary and the nature of lexical networking. With reference to these results, pedagogical and future research recommendations are made.

scholarly journals The relationship between receptive and productive vocabulary of Slavic EFL learners

2016 ◽  
Vol 17 (2) ◽  
pp. 26-40 ◽  
Author(s):  
Zdislava Šišková
Keyword(s):  
Short Story ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Lexical Diversity ◽  
Efl Learners ◽  
Bivariate Correlation ◽  
Lexical Density ◽  
The Relationship ◽  
Moderate Relationship

Abstract This study investigates the relationship between learners’ receptive vocabulary knowledge as measured by the Vocabulary Size Test (Nation and Beglar, 2007) and free productive vocabulary knowledge as demonstrated by the learners when writing a short story based on pictures. The focus is on three different areas of productive vocabulary use: lexical diversity (i.e. the proportion of different words in a text), lexical sophistication (i.e. the proportion of advanced words in a text) and lexical density (i.e. the proportion of content words in a text). The results of a bivariate correlation analysis indicate that there is a moderate relationship between learners’ receptive vocabulary knowledge and lexical diversity of the texts they produce; there is a weak relationship between their receptive vocabulary knowledge and lexical sophistication in the texts; and there is no relationship between their receptive vocabulary knowledge and lexical density.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners&rsquo; English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners&rsquo; writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners&rsquo; interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way.&nbsp;

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