The Role of Depth versus Breadth of Vocabulary Knowledge in Success and Ease in L2 Lexical Inferencing

Hatami, Sarvenaz; Tavakoli, Mansoor

doi:10.18806/tesl.v30i1.1123

Cited by 17 publications

(13 citation statements)

References 45 publications

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“…There is no consensus on what it means to 'know a word' or what it means to 'measure vocabulary knowledge' (Hatami & Tavakoli 2012). Over the past three decades various frameworks of vocabulary knowledge have been developed based on models of the mental lexicon.…”

Section: Vocabulary Knowledgementioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

Read. writ.

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This study explored receptive vocabulary size and early literacy skills (namely: letter naming, knowledge of phoneme-grapheme correspondences and early writing) in emergent bilingual Northern Sotho-English children. Two groups of Grade 1 learners were tested in both English and in Northern Sotho. Group 1 (N = 49) received their formal schooling in English, whilst group 2 (N = 50) received their formal schooling in Northern Sotho. Receptive vocabulary was tested using the Peabody Picture Vocabulary Test. Letter knowledge was assessed by asking learners to name letter cards, whilst knowledge of phoneme-grapheme correspondences was tested by asking children to match letter cards with spoken sounds. Early writing was assessed by asking children to write their names. Statistical analyses indicated that both English and Northern Sotho receptive vocabulary knowledge had a significant effect on early literacy skills, whilst no main effect was found for the language of instruction. Group 1 performed significantly better than Group 2 in English receptive vocabulary, in knowledge of phonemegrapheme correspondences and in early writing, but no group differences were found for Northern Sotho receptive vocabulary or for letter knowledge. English receptive vocabulary significantly predicted the outcome of all of the early literacy skills, whilst Northern Sotho receptive vocabulary significantly predicted phoneme-grapheme correspondences and early writing.

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Section: Vocabulary Knowledgementioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

Read. writ.

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“…Additionally, lexical inferencing success which is an important process in receptive skills of listening and reading (Parel, 2004), was found to be closely associated with performance on these two aspects of vocabulary knowledge (e.g. Hatami & Tavakoli, 2013;Nassaji, 2004). The results of the above studies suggest that vocabulary knowledge is an important factor in receptive skills of listening and reading.…”

Section: Discussionmentioning

confidence: 67%

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

Baleghizadeh

Payam

2016

IJ21CE

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This study was an attempt to investigate the particular role of learners’ depth and breadth of vocabulary knowledge in their listening comprehension. Moreover, it also sought to find out whether there is any difference between high and low listening proficiency groups in performance on depth and breadth dimensions of vocabulary knowledge. To this end, a total of 117 junior university students majoring in English language and literature participated in the study. In order to assess the learners’ listening comprehension, the listening section of a paper-based version of the TOEFL was administered. Their depth and breadth of vocabulary knowledge were measured through performance on Word Associate Test and Vocabulary Levels Test, respectively. The results of data analysis indicated that both depth and breadth of vocabulary knowledge are determining factors in successful listening comprehension. However, it was found out that breadth or size of vocabulary knowledge provides a more significant contribution than depth to listening comprehension. Furthermore, the results of the study indicated that depth and breadth of vocabulary knowledge are not significant predictors of listening comprehension in the low listening ability group.

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“…The research literature on vocabulary knowledge has argued extensively about whether to view vocabulary knowledge in terms of 'breadth (how many words)' or 'depth (how well known)' ( [21], para. 10) (e.g., [23], [31], [32]), which should convince us that both should be considered in parallel for vocabulary learning. This research concentrates only on vocabulary tests as the breadth aspect; an assignment in a formal academic classroom setting.…”

Section: Research Objectives Participants and Methodologymentioning

confidence: 90%

A Comparison of Formative Vocabulary Tests as Credited and Non-Credited Assessment Tasks: Japanese as a Second/Foreign Language at Tertiary Level

Hasegawa¹

2016

IJLLL

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The aim of this research was to identify whether regularly implemented credit-bearing assignment tasks have any influence on students' learning outcomes and their perceptions of vocabulary learning in Japanese as a second/foreign language education. The target assignment task was vocabulary learning through regularly implemented testing. This was attempted with two research objectives (RO). RO1 was to compare and contrast the differences in the academic results of students required to complete the same vocabulary tests, but with one group doing so for credit and the other not receiving credit. RO2 was to explore the opinions of students who experienced tasks organised in similar situations but with contrasting purposes, namely one purpose being to do the tasks to earn credit and the other not earning credited. The results suggest that the assignment task conditions changed by the university policy to do tasks that are not assessed may have a negative impact on students' learning. These findings offer strong support for the suggestion to return to the earlier practice of considering credit-bearing assignments for students' final subject marks.

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The Role of Depth versus Breadth of Vocabulary Knowledge in Success and Ease in L2 Lexical Inferencing

Cited by 17 publications

References 45 publications

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

A Comparison of Formative Vocabulary Tests as Credited and Non-Credited Assessment Tasks: Japanese as a Second/Foreign Language at Tertiary Level

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