Academic vocabulary knowledge among adolescents in university preparatory programmes

Abstract

English academic vocabulary knowledge is needed for reading in many internationalized university contexts around the world. However, our knowledge is limited regarding the degree to which pre-tertiary education prepares students for the academic English reading demands at university. To explore this question, this cross-sectional study analyzed academic vocabulary scores from two Swedish student samples (N=952), at the beginning and at the end of upper secondary English education. Statistical analyses were conducted to describe and compare the academic vocabulary knowledge in the two samples, also in relation to gender, study disciplines and English grades. Large variations in vocabulary scores were observed within and between samples. The exit-sample outperformed the entry-sample. The exit-sample’s academic vocabulary knowledge correlated positively with English grades, however, these (CEFR-B2) students do not, on average, reach suggested mastery thresholds of academic vocabulary knowledge. A logistic regression analysis showed higher probabilities for male students and Arts/Humanities/Science/Technology students than female and Economics/Social science students to reach suggested mastery thresholds. This unequal distribution of academic word knowledge is discussed in the context of curricular goals about equality and university-preparation.