An Analysis of Techniques for Diagnostic Vocabulary Testing

Cronbach, Lee J.

doi:10.1080/00220671.1942.10881160

Cited by 71 publications

(44 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In first-language (L1) and second-language (L2) research, various proposals have been made as to what is meant by knowing a word (e.g., Cronbach, 1942;Nation, 1990Nation, , 2001Qian, 1998Qian, , 1999Richards, 1976). Mezynski (1983) noted that "word meanings can be 'known' to varying degrees.…”

Section: What Is Vocabulary Knowledge?mentioning

confidence: 99%

Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective

2002

View full text Add to dashboard Cite

The present study was conducted in the context of Test of English as a Foreign Language (TOEFL) 2000 research to conceptually validate the roles of breadth and depth of vocabulary knowledge in reading comprehension in academic settings and to empirically evaluate a test measuring three elements of the depth dimension of vocabulary knowledge, namely, synonymy, polysemy, and collocation. A vocabulary size measure and a TOEFL vocabulary measure were also tested. The study found that the dimension of vocabulary depth is as important as that of vocabulary size in predicting performance on academic reading and that scores on the three vocabulary measures tested are similarly useful in predicting performance on the reading comprehension measure used as the criterion. The study

show abstract

Section: What Is Vocabulary Knowledge?mentioning

confidence: 99%

Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective

2002

View full text Add to dashboard Cite

show abstract

“…Over the years, the nature of vocabulary knowledge has been explored extensively (Cronbach, 1942;Richards, 1976;Nation, 1990Nation, , 2001Qian, 1998Qian, , 2002. Among the studies, the frameworks of vocabulary knowledge proposed by Nation (2001) and Qian (1998Qian ( , 2002 are considered to be more influential in the domain of L2 vocabulary research.…”

Section: Vocabulary Knowledgementioning

confidence: 99%

The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension

Tong-qing¹

2017

IJEL

View full text Add to dashboard Cite

Vocabulary knowledge is the foundation of English learning. This study, based on vocabulary knowledge frameworks, aims to further explore the effect of two dimensions of vocabulary knowledge i.e. breadth and depth of vocabulary knowledge, on two types of reading comprehension tasks, i.e., standard multiple choice question and summary writing in Chinese EFL context. 124 English majors in a Chinese university were randomly selected, and their vocabulary knowledge and reading comprehension ability were tested. The results of the study showed that both breadth and depth of vocabulary knowledge make contributions to reading comprehension; the breadth of vocabulary knowledge has a greater predictive power on multiple-choice reading comprehension than the depth of vocabulary, while vocabulary depth was the stronger predictor of post-reading summary writing. The results indicate that teachers need to attend to vocabulary knowledge and improve learners' reading ability by enhancing their vocabulary knowledge.

show abstract

“…Yet many of these vocabulary studies were based on an earlier understanding of the nature of L2 learners' vocabulary knowledge (e.g., Cronbach, 1942). Two common assumptions were (1) that word knowledge is mainly or only about meaning, and (2) that learners either do or do not know what a word means.…”

mentioning

confidence: 99%

The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth

Rashidi¹,

Piran²

2011

JLTR

View full text Add to dashboard Cite

Abstract-ThisAssociates Test (1998) were administered. Each was run twice, once before the treatment (IR/ER) as a pretest and once after the treatment as a post-test to check the effects of the two treatments on vocabulary size and depth of the participants. Two-way ANOVA was used to analyze the data. The results of the study showed that both IR and ER have an impact on learners' vocabulary size and depth significantly and that the students' vocabulary knowledge in terms of size and depth had increased. Moreover, the students at the intermediate level took more advantage of IR than ER, but in the advanced group the students benefited more from ER than IR. Finally the study demonstrated that reading both intensively and extensively can lead to vocabulary development in a way that the number of vocabulary which each learner knows in terms of each word's synonym, antonym and collocation will be improved significantly. Index Terms-intensive/extensive reading, vocabulary size/depth

show abstract

An Analysis of Techniques for Diagnostic Vocabulary Testing

Cited by 71 publications

References 9 publications

Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective

Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective

The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension

The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth

Contact Info

Product

Resources

About