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 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 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>

Comparing Vocabulary Knowledge of Sophomore and Senior Qassim University Students

2018 ◽  
Vol 10 (5) ◽  
pp. 84
Author(s):  
Bader Alharbi
Keyword(s):  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
English Department ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Academic Achievements ◽  
Efl Students ◽  
Second Year ◽  
English Students ◽  
Senior Students

This study aimed at investigating vocabulary size and lexical growth of Saudi EFL students at Qassim University. The primary goal of this research was to examine the vocabulary sizes of English students at Qassim University. The participants consisted of 60 second and fourth year English department students at Qassim University in Saudi Arabia. As this study focused on the vocabularies of Saudi EFL learners, the XK_Lex test was selected as the instrument of measurement. Participants were asked to complete the XK_Lex vocabulary test with its yes/no format, and data was then collected and analyzed statistically. The data analysis showed that the second-year students have a vocabulary knowledge of approximately 2000 words, while senior students know about 3000-3800 words. The results also confirmed that the students possess more word knowledge as they move onto higher years at an appropriate rate. Thus, these results suggest that vocabulary knowledge can be used as an indicator of the students’ progress and academic achievements.

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 English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan

2018 ◽  
Vol 8 (2) ◽  
pp. 203 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Technical College ◽  
Statistical Significance ◽  
Receptive Vocabulary ◽  
Reading Scores ◽  
Future Research ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

This paper investigates the relationship between vocabulary size and performance on the reading and listening portions of the Test of English for International Communication (TOEIC). The participants were 973 English as a foreign language (EFL) learners from a technical college who had studied English for at least six years. The learners’ TOEIC listening and reading scores were found to be strongly associated with their receptive vocabulary size with no gender differences. These results indicate that vocabulary size could have a statistically significant effect on TOEIC listening and reading scores, reinforcing the value of vocabulary size for English proficiency. Additionally, English vocabulary size and the prediction of proficiency in the TOEIC listening and reading sections reached statistical significance. These findings demonstrate the importance of receptive vocabulary for EFL learners. Outcomes from the study have implications for EFL learners and teachers as well as future research.

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.

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.

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 Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

2016 ◽  
Vol 9 (4) ◽  
pp. 239 ◽  
Author(s):  
Mehmet Bardakci
Keyword(s):  
Vocabulary Knowledge ◽  
Online Database ◽  
Efl Learners ◽  
Related Literature ◽  
L2 Vocabulary ◽  
Different Levels

<p class="Abstract">Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles were analysed. In the first stage of the study, learner essays (n=84) and native essays (n=75) were compared in terms of vocabulary profiles through the use of an online database, and each participant obtained vocabulary profile scores from four different levels. In the next stage, the learners’ depth and breadth of vocabulary knowledge were measured by using two different vocabulary tests, and then the scores they obtained on these tests were hierarchically regressed on their profile scores. The results suggested that both breadth and depth of vocabulary knowledge had significant and robust effects on the L2 vocabulary profiles of the EFL learners; however, depth of vocabulary knowledge appeared to be a better predictor of vocabulary profiles than breadth of vocabulary knowledge.</p>

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