The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading

2016 ◽  
Vol 35 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Junyu Cheng ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Reading Scores ◽  
Knowledge Test ◽  
L2 Reading ◽  
Chinese Learners ◽  
Different Dimensions ◽  
L2 Listening ◽  
L2 Vocabulary ◽  
The Relationship

This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic (ProOrth) vocabulary knowledge and productive/phonological (ProPhon) vocabulary knowledge and tests measuring L2 listening and L2 reading were administered to 250 tertiary-level Chinese learners of English as a foreign language (EFL). Results showed that ProPhon vocabulary knowledge correlated most strongly with L2 listening ( r = .71) and ProOrth vocabulary knowledge correlated most strongly with L2 reading ( r = .57). Factor analysis indicated that all subcomponents of the ProPhon vocabulary knowledge test loaded onto one factor and those of the RecOrth and ProOrth vocabulary knowledge tests loaded onto another. Regression modelling showed that ProPhon vocabulary knowledge explained 51% of the variance in L2 listening scores and that ProOrth vocabulary knowledge explained 33% of the variance in the L2 reading scores. Discussion addresses the varying importance of different dimensions of vocabulary knowledge in L2 listening and reading.

scholarly journals Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

2020 ◽  
Vol 10 (4) ◽  
pp. 723-749
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Word Level ◽  
Lexical Segmentation ◽  
Two Measures ◽  
L2 Listening ◽  
Japanese Learners ◽  
L2 Vocabulary

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

Connections between First- and Second-Language Reading

1995 ◽  
Vol 27 (4) ◽  
pp. 565-584 ◽  
Author(s):  
Judith E. Brisbois
Keyword(s):  
Second Language ◽  
First Language ◽  
Second Language Reading ◽  
Reading Scores ◽  
Air Force Academy ◽  
L2 Reading ◽  
Upper Level ◽  
L2 Vocabulary ◽  
The Relationship ◽  
L2 Reading Comprehension

This study builds upon previous research examining the relationship between first-language (L1) reading, second-language (L2) knowledge, and L2 reading. The unique contributions of L1 reading, L2 vocabulary, and L2 grammatical skill to L2 reading scores are investigated along with whether or not the contributions differ by course level. Subjects included 131 students (88 beginners and 43 upper level) enrolled in French at the U.S. Air Force Academy. Data were analyzed using multiple regression. Two programs were run for each subject group because L1 reading was measured using two different tests—recall protocols and the comprehension portion of the Nelson Denny Test. All of the independent variables contributed significantly for beginners, but did so for the upper level subjects only when L1 protocols were used as the reading measure. Typically, L1 reading contributed substantially, particularly for the upper level group, supporting Cummins's (1981) Hypothesis. This study demonstrates the importance of L1 reading and L2 knowledge to L2 reading comprehension.

The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis

2020 ◽  
pp. 136216882091399 ◽  
Author(s):  
Songshan Zhang ◽  
Xian Zhang
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
L2 Reading ◽  
Vocabulary Depth ◽  
L2 Listening ◽  
The Relationship ◽  
L2 Reading Comprehension

This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings. First, the overall correlation between VK and L2 reading comprehension was .57 ( p < .01) and that between VK and L2 listening was .56 ( p < .01). If the attenuation effect due to reliability of measures was taken into consideration, the ‘true’ correlation between VK and L2 reading/listening comprehension may likely fall within the range of .56–.67, accounting for 31%–45% variance in L2 comprehension. Second, all three mastery levels of form–meaning knowledge (meaning recognition, meaning recall, form recall) had moderate to high correlations with L2 reading and L2 listening. However, meaning recall knowledge had the strongest correlation with L2 reading comprehension and form recall had the strongest correlation with L2 listening comprehension, suggesting that different mastery levels of VK may contribute differently to L2 comprehension in different modalities. Third, both word association knowledge and morphological awareness (two aspects of vocabulary depth knowledge) had significant correlations with L2 reading and L2 listening. Fourth, the modality of VK measure was found to have a significant moderating effect on the correlation between VK and L2 text comprehension: orthographical VK measures had stronger correlations with L2 reading comprehension as compared to auditory VK measures. Auditory VK measures, however, were better predictors of L2 listening comprehension. Fifth, studies with a shorter script distance between L1 and L2 yielded higher correlations between VK and L2 reading. Sixth, the number of items in vocabulary depth measures had a positive predictive power on the correlation between VK and L2 comprehension. Finally, correlations between VK and L2 reading/listening comprehension was found to be associated with two types of publication factors: year-of-publication and publication type. Implications of the findings were discussed.

Patterns of Vocabulary Development in Foreign-Language Learners

1987 ◽  
Vol 9 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Rolf Palmberg
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Time Pressure ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
The Stability ◽  
Introductory Discussion ◽  
The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis

2018 ◽  
Vol 40 (5) ◽  
pp. 721-753 ◽  
Author(s):  
Hansol Lee ◽  
Mark Warschauer ◽  
Jang Ho Lee
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Short Term ◽  
Different Dimensions ◽  
L2 Vocabulary

Abstract This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p < .001) and long-term periods (34 follow-up effect sizes; Hedges’ g = 0.64, SE = 0.17, p < .001). Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in-depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners’ L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.

scholarly journals Investigating the Relationship Between Vocabulary Knowledge and FL Speaking Performance

2019 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Thamer Alharthi
Keyword(s):  
Foreign Language ◽  
Test Scores ◽  
Vocabulary Learning ◽  
Empirical Studies ◽  
Relative Strength ◽  
Vocabulary Knowledge ◽  
Descriptive Statistics ◽  
Future Studies ◽  
The Relationship ◽  
Practical Implications

Research has highlighted the importance of vocabulary learning in order for L2 learners to cope with the linguistic demands of fundamental skills such as reading and listening. However, few empirical studies have investigated the relative strength of the association of a specific construct of vocabulary knowledge has on the skill of speaking. To understand more fully the practical implications of such a relationship, this paper presents empirical evidence gathered to explore a measure of productive vocabulary knowledge and the degree to which this measure correlates with and is able to predict speaking success. A cohort of 18 sophomore university learners of English as a foreign language (EFL) in Saudi Arabia (SA) completed the Productive Vocabulary Levels Test (PVLT), an oral interview and a speaking task. Test scores derived from PVLT were analyzed to produce a range of descriptive statistics, which underwent correlational analyses to determine the relationship between the measure of PVLT and speaking success. Analyses revealed a consistent pattern of declining scores from the highest to the least frequent word levels. A closer examination of the data showed that the participants&rsquo; success across the five-word levels of the PVLT showed better performance on the 2,000 and 3,000-word levels, in fact, the results indicated that only these word levels made a contribution to predicting speaking scores. Based on these findings, we draw implications for vocabulary teaching contexts and provide suggestions for future studies on vocabulary and speaking link.

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

Sign in / Sign up

Export Citation Format

Share Document