scholarly journals RECEPTIVE VOCABULARY KNOWLEDGE OF UNIVERSITY STUDENTS IN CLIL INSTRUCTION

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Dilsah Kalay
Keyword(s):  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Word Knowledge ◽  
Primary Concern ◽  
Vocabulary Size ◽  
Before And After

Content and Language Integrated Learning (CLIL) has recently attracted the attention of practitioners in the language teaching field. As the name suggests, CLIL is an approach built upon teaching content-based area through a language as a medium. For such a language learning process, one of the important language aspects is vocabulary. The number of words language learners know - vocabulary size - and how well they know those words - vocabulary depth - (overall, the receptive dimension of word knowledge) are crucial foci to consider in language learning. Therefore, the primary concern of the present study is to examine the effects of the CLIL approach on the receptive vocabulary knowledge of university students in a state university. Accordingly, Vocabulary Levels Test (VLT) by Schmitt, Schmitt and Clapham (2001) and Word Association Test (WAT) by Read (2000) are administered to the participants before and after CLIL treatment. The findings indicated that the subjects’ size of vocabulary knowledge has significantly differed with CLIL instruction in time, which means that CLIL instruction has been found to be successful for developing both general and academic vocabulary knowledge. Similarly, an increase in the depth of vocabulary knowledge of participants alongside with the CLIL instruction has been observed, indicating that participants’ quality of vocabulary knowledge evaluated through WAT seems to have improved with CLIL treatment. Further research including less frequent words as well as the productive aspect of word knowledge might shed light on the impacts of CLIL treatment on vocabulary development of language learners, especially university students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

scholarly journals VOCABULARY SIZE AT FOUR STAGES OF LANGUAGE DEVELOPMENT

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nina Daskalovska
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Vocabulary Size ◽  
School Students ◽  
Authentic Texts ◽  
The Difference

One of the main aims of language learning is developing communicative competence, or the ability to communicate effectively in everyday situations. In order to achieve that, besides grammar knowledge, learners need to acquire enough vocabulary knowledge that would enable them to use the language outside the classroom, which requires acquiring significant receptive and productive word knowledge in order to be able to participate in various communicative situations. Research shows that the most frequent 2000 words comprise about 85% of the words in any text regardless of the topic, and that learners need to know at least 3000 word families in order to be able to use the language successfully and to be able to read authentic texts with understanding. However, experience shows that acquiring a large vocabulary is one of the biggest obstacles that language learners face in the process of language acquisition. Nevertheless, since vocabulary knowledge is the key component of the overall communicative competence, is it necessary to invest time and effort to learn the most frequent words in the language. The aim of this study is to determine the vocabulary size of language learners at four stages of language development. In addition, the study attempts to determine the difference between receptive and productive knowledge of vocabulary, as well as the difference between knowledge of words seen in isolation and in context. The participants were four groups of learners, of whom three groups comprised elementary and secondary school students and one group were university students. The results showed that during the first five years of learning the vocabulary knowledge increases at a greater rate, that learners have better receptive than productive knowledge of words, and that seeing words in context helps learners demonstrate greater receptive and productive vocabulary knowledge. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" /></p>

scholarly journals The Influence of French on Vocabulary Knowledge of Arabic-speaking University students learning English as a Foreign Language: A Melting Pot

2021 ◽  
Vol 2 (3) ◽  
pp. 1-14
Author(s):  
Adela Talbi Hassani
Keyword(s):  
University Students ◽  
Growth Pattern ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Moderate Increase ◽  
Vocabulary Size ◽  
Cross Sectional ◽  
Melting Pot ◽  
Progressive Growth

Purpose: The present study investigated the extent to which background knowledge of the French language could influence English vocabulary learning among EFL university students in Algeria. More specifically, the possible cross-linguistic influence in this context was researched in relation to the growth pattern of the receptive written vocabulary size across the three years of the undergraduate course. Methodology: A cross-sectional research design was used for a total number of 184 EFL Algerian university students. The written receptive vocabulary size was measured using Nation's Vocabulary Size Test (2007) which contained many words with similar orthographic forms as their French equivalents. A comparison between the results of the whole population made it possible to establish the progressive growth pattern from Year 1 to Year 3 of the degree course. Results: Besides a moderate increase of vocabulary size from one proficiency level to the other, and an expected decrease pattern of knowledge from the most frequent English words to the least frequent ones, the positive cross-linguistic influence of French cognates was highly significant as it led to the knowledge of words that were beyond the expected level of most participants. Conclusion/Implication: The facilitative effect of French cognates for EFL learners in Algerian universities is, therefore, an area that instructors and syllabus designers can make use of to maximize the vocabulary learning process.

A study of Indonesian university students’ vocabulary mastery with vocabulary level test

2017 ◽  
Vol 6 (4) ◽  
pp. 187-195
Author(s):  
Rully Raslina Novianti
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Word Level ◽  
Significant Difference ◽  
English Instruction

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT. Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students.  

scholarly journals THE BREADTH OF RECEPTIVE VOCABULARY KNOWLEDGE AMONG ENGLISH MAJOR UNIVERSITY STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 7 ◽  
Author(s):  
Kamariah Yunus ◽  
Mahani Mohamad ◽  
Bordin Waelateh
Keyword(s):  
University Students ◽  
English Education ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Primary Data ◽  
Average Score ◽  
Vocabulary Size ◽  
English Major ◽  
Knowledge Depth

Vocabulary knowledge is a key component for literacy skills as well as the development of communication deemed important for students to succeed in university. Gaining adequate receptive vocabulary knowledge would enhance a university student’s comprehension of academic texts. This descriptive study aims to investigate the receptive vocabulary knowledge among English major university students in Malaysia and Thailand.  The sample comprises 80 English major students from Universiti Sultan Zainal Abidin (UniSZA), Malaysia and 86 English major students from Prince Songkla University (PSU), Thailand.  A Vocabulary Size Test (VST) adopted from Nation and Beglar was employed to gather the primary data from the respondents about their receptive vocabulary knowledge. The Statistical Package for Social Sciences (SPSS) version 21.0 was used for data analysis.  Results showed that, on average, UniSZA students had a higher VST score (44.64%) compared to that of PSU students (20.92%).  The higher average score gained by UniSZA students was mainly due to early exposure to formal English education in schools. This study recommends preparing students with explicit academic vocabulary instruction, particularly in the beginning semester of an English programme, to meet the academic and professional needs of English major students in future.   Keywords: Receptive vocabulary, productive vocabulary, Vocabulary Size Test (VST), breadth of vocabulary knowledge, depth of vocabulary knowledge.Cite as: Yunus, K., Mohamad, M., & Waelateh, B. (2016). The breadth of receptive vocabulary knowledge among English major university students. Journal of Nusantara Studies, 1(1), 7-17.

scholarly journals A study of Indonesian university students’ vocabulary mastery with vocabulary level test

2016 ◽  
Vol 6 (4) ◽  
pp. 187 ◽  
Author(s):  
Rully Raslina Novianti
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Word Level ◽  
Significant Difference ◽  
English Instruction

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT.Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students

Receptive Vocabulary Levels of Malaysian University Students

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Nor Hazwani Munirah Lateh ◽  
Sarimah Shamsudin ◽  
Abdul Halim Abdul Raof
Keyword(s):  
English Language Learners ◽  
University Students ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Word Level ◽  
Mastery Level

Acquiring adequate vocabulary knowledge is necessary for English language learners in order to be able to function effectively using the language. The study investigated the English language receptive vocabulary knowledge among Malaysian undergraduates in terms of word levels. The Vocabulary Levels Test (VLT) by Schmitt et al., (2001) was employed in order to assess the students’ receptive vocabulary knowledge at five different word levels. The result reveals majority of the students are weak in terms of their receptive vocabulary knowledge and most of them failed to reach the mastery level for all the five word levels; 40 (57%) of the students do not master the 2000 word level, 58 (83%) of the students do not master the 3000 word level, 65 (93%) of the students do not master the 5000 word level, 70 (100%) of the students do not master the 10000 word level and 65 (93%) of the students do not master the academic word level. The findings were useful insights on the English language receptive vocabulary knowledge among Malaysian university students in terms of word levels.

scholarly journals Technology as a Source of Language Input and Practice and its Influence on the Vocabulary Development of University EFL Students

2021 ◽  
Vol 9 (4) ◽  
pp. 19-30
Author(s):  
Adela Talbi Hassani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Language Resources ◽  
Vocabulary Size ◽  
The University

This paper addresses the extent to which technology-based language resources and tools influence the vocabulary development among University students learning English as a foreign language (EFL). The vocabulary development of 184 undergraduate students at the University of xxxxxxxx (xxxxxxx) is studied in terms of the growth of their receptive vocabulary size as well as their use of vocabulary learning strategies (VLS) across three years, and any possible correlation between this development and the use of technology is analysed. Findings reveal that for the majority of the population, the highly frequent use of multimedia tools was largely confirmed; however, for most students there was no significant correlation between the use of such resources and the growth pattern of their vocabulary knowledge. Only the low-intermediate students who had just joined the university were the exception, as their use of Internet to search for information or to communicate with others seemed to be significantly correlated to their vocabulary development. These findings have interesting implications for the classroom as they show the high potential of technology-based resources in developing vocabulary especially in environments in which English is taught as a foreign language (FL), and used only in classroom contexts. Learners appear to be "connected" enough and avid of technology based tools; however, they seem to need assistance from instructors to maximize the positive support of such tools on their language learning in general and vocabulary development in particular.

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 CORRELATION BETWEEN INDONESIAN UNIVERSITY STUDENTS’ RECEPTIVE VOCABULARY KNOWLEDGE AND THEIR READING COMPREHENSION LEVEL

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Dang Arif Hartono ◽  
Stefanus Angga Badara Prima
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Proficiency ◽  
Private University ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Reading Test ◽  
Vocabulary Size ◽  
Academic Reading ◽  
Word Level

While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

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