Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance

Qian, David D.; Schedl, Mary

doi:10.1191/0265532204lt273oa

Cited by 160 publications

(145 citation statements)

References 15 publications

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“…A number of empirical studies have been conducted to examine the relative importance of size versus depth and speed in terms of predictive powers of L2 skills. Qian and Schedl (2004) investigated vocabulary knowledge and reading comprehension among 207 L2 learners of English at intermediate and advanced levels, and reported that 57% of variance of L2 reading scores was explained by size, with an additional 4% of variance explained by depth. A similarly large variance (54%) predicted solely by size was indicated by Qian (2002), with an additional 13% explained by depth (n = 217).…”

Section: A Vocabulary Knowledge and Its Predictive Powermentioning

confidence: 99%

Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels

Koizumi¹,

In’nami²

2013

JLTR

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Abstract-To remedy the paucity of studies on the relationship between vocabulary knowledge and speaking proficiency, we examine the degree to which second language (L2) speaking proficiency can be predicted by the size, depth, and speed of L2 vocabulary among novice to intermediate Japanese learners of English. Studies 1 and 2 administered vocabulary tests and a speaking test to 224 and 87 L2 learners, respectively. Analyses using structural equation modeling demonstrated that a substantial proportion of variance in speaking proficiency can be explained by vocabulary knowledge, size, depth, and speed. These results suggest the centrality of vocabulary knowledge to speaking proficiency.

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Section: A Vocabulary Knowledge and Its Predictive Powermentioning

confidence: 99%

Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels

Koizumi¹,

In’nami²

2013

JLTR

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“…Qian and Schedl (2004) regard vocabulary as a multidimensional knowledge consisting of depth and breadth. Some researchers such as Schmitt and Meara (1997) and Wesche and Paribakht (1996) noted that to consider merely the breadth of vocabulary knowledge is not of much value since it ignores the more important aspect of word knowledge and that words can be known for a greater or lesser extent.…”

Section: Depth Of Vocabulary Knowledgementioning

confidence: 99%

“…For assessing the participants' depth of vocabulary knowledge the students were required to ISSN 2325-0887 2015 take the depth of vocabulary knowledge test (DVKT), developed by Qian and Schedl (2004). This test consists of two parts the first of which is related to polysemy and synonymy, and the second to collocations.…”

Section: Dvktmentioning

confidence: 99%

“…The test was worth a point for each item which made 50 points totally, based on which the students were assigned to 3 levels of proficiency namely High Mid and Low. In the next step, the students were required to take the DVKT developed by Qian and Schedl (2004), which was regarded as a representative of students' depth of vocabulary knowledge. Next in another session the participants sat for the lexical inferencing task.…”

Section: Data Collectionmentioning

confidence: 99%

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Lexical Inferencing in Listening: Depth of Vocabulary Knowledge and Listening Proficiency

Foomani

2015

IJELE

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Lexical inferencing as an efficient strategy to deal with unfamiliar words is suggested to be the most commonly used strategy among students, thus it has attracted much attention in the comprehension literature. While literature abounds with inferencing studies in reading, few studies have delved into the processes involved in listening. This study sought to investigate the role of depth of vocabulary knowledge (DVK) in lexical inferencing success and determine the relationship between students' DVK and listening proficiency. To this end, 56 upper-intermediate TOEFL applicants from 2 language institutes in Iran participated in this study. The participants were assigned to three levels of High-Mid-and Low-proficiency and in a consequent session were required to take the 40-item DVKT (Depth of Vocabulary Knowledge Test). In the final step the students sat for the lexical inferencing task and were required to identify the meaning of 17 unfamiliar words in 8 listening excerpts. The results indicated that DVK was a determining factor in lexical inferencing success, and that there was a positive relationship between students' DVK and their listening proficiency.

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“…This test was administered to measure the test-takers' ability to comprehend texts using both cognitive and metacognitive strategies. Qian and Schedl (2004) reported that internal reliability of the test was 0.90 for various native language backgrounds. The test included five reading passages followed by 26 multiple-choice items in total.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Attitude & Motivation on the Use of Cognitive & Metacognitive Strategies among Iranian EFL Undergraduate Readers

Zarra-Nezhad¹,

Shooshtari²,

Vahdat³

2015

ELR

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Studies in reading strategies bring together the assumption that individual characteristics may influence reading performance; different readers may process the same text in different ways, depending on their purposes, motivation, attitudes, interests and background knowledge. The research aims to study the effect of motivation and attitude on the use of cognitive and metacognitive reading strategies among EFL undergraduate students who passed all reading comprehension modules. For this purpose, University of Ahvaz of Iran was chosen as a case study. 72 students have had this feature. Among these students, 51 homogenous students, based on their performance on Michigan Test of English Language Proficiency (2010) were selected to take part in this study to fill two questionnaires and took a reading. After checking the reliability and validity of the instruments, a normality parametric test was used to ensure normality distribution of data using SPSS 20 software. To analyze the data, t-test and Pearson correlation test were performed. The findings of the research pointed to the impact of EFL learners' level of motivation and attitude, on their reading comprehension ability indicating a relatively high direct correlation (0.67). The results also revealed that the highly motivated students were in favor of using cognitive and metacognitive strategies more than less motivated ones. Overall, the finding suggests that learners' individual differences in terms of their motivation and attitude levels should be taken into account in their development of reading comprehension skills and reading strategy use.

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Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance

Cited by 160 publications

References 15 publications

Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels

Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels

Lexical Inferencing in Listening: Depth of Vocabulary Knowledge and Listening Proficiency

The Effects of Attitude & Motivation on the Use of Cognitive & Metacognitive Strategies among Iranian EFL Undergraduate Readers

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