Abstract
Every single day, we use spoken and written words to communicate thoughts, ideas and emotions. Sometimes, we are successful in communication, and sometimes we are not quite successful. We can say what we mean by use of good vocabulary knowledge. Facing with a written text, a good vocabulary is a very important tool. By having a good knowledge of vocabulary, you will be able to choose the best appropriate word. The purpose of the present study was set out to investigate the effects of vocabulary awareness on depth of vocabulary knowledge. In order to measure the effects of vocabulary awareness instruction on students’ depth of vocabulary knowledge, a Word Associates Test (WAT) was administered to both groups in pretest and post test. After comparing the mean scores of pre test and post test results, it was revealed that vocabulary awareness instruction group outperformed the control group in reading comprehension performance, but not in depth of vocabulary knowledge, so vocabulary awareness instruction does not influence participants’ depth of vocabulary knowledge.
Highlights
IntroductionIt means direct translation of the L2 vocabulary but involves many other aspects of knowledge as well
Rouhi & Mousapour Negari (2013) designed a research to explore the role of size and depth of vocabulary knowledge in reading comprehension performance of Iranian EFL learners
The results revealed that a) size, depth of vocabulary knowledge and reading comprehension are positively and significantly correlated to each other, b) both size and depth are of equal importance in Iranian EFL learners’ success in reading comprehension performance and c) comparatively, size correlated more strongly to the success of Iranian EFL learners’ in reading comprehension performance than depth of vocabulary knowledge
Summary
It means direct translation of the L2 vocabulary but involves many other aspects of knowledge as well. Different definitions for have been offered by many researchers. Grendel (1993) defines word comprehension as “knowing the meaning of a word” Vygotsky (1986) states that “a meaningless word is just a sound, no longer a part of human speech” Nation (2001) suggesting a word knowledge framework in a way that a person’s knowledge of a word must be both productive and receptive, “in order to cover all aspects of what is involved in knowing a word” Vygotsky (1986) states that “a meaningless word is just a sound, no longer a part of human speech” (p. 6). Nation (2001) suggesting a word knowledge framework in a way that a person’s knowledge of a word must be both productive and receptive, “in order to cover all aspects of what is involved in knowing a word” (Nation, 2001, p. 26)
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