Vocabulary Size and General English Proficiency-Taiwan English Majors

Abstract

Vocabulary size adequacy in a foreign language is well recognized by second language researchers to carry great importance for L2 learners in achieving academic purposes. While Laufer (1992) and Laufer & Nation (1995) assert that ESL learners need to achieve a 5000 word level in order to secure adequate comprehension in academic reading, Chen's findings (1999) indicate that in the Taiwanese university context, only four of the 58 English non-majors tested with the Vocabulary Level Tests (receptive version by Nation, 1990) achieve the 5000 word level. The present study extends Chen's study to examine 34 fourth year Taiwanese university English majors with similar questions: First, do these majors attain the 5000-word level, in terms of either receptive or productive vocabulary scores? Secondly, as an alternative benchmark (Beglar & Hunt, 1999), do these same majors attain both the 2000 word level and the University Word List for the receptive vocabulary test? Thirdly, do they show an obvious gap between receptive and productive vocabularies? Finally, do either receptive and productive vocabulary test scores correlate significantly with general reading proficiency test scores? Results show for the receptive vocabulary test implemented, 33 of 34 English majors attain over two-thirds correct responses through the 5000 word level test, and none reach the 10,000 word level. For productive vocabulary testing, only 3 of 34 majors attain the 5000 word level, while 30 English majors attain both the 2000 level and University Word List. Gap sizes between scores for receptive and productive vocabulary tests for majors are highly significant, and these scores are found to have strong correlation to scores for a general reading proficiency test administered as part of this study. Pedagogical implications of the present findings are discussed, as well as issues for further exploration and development to facilitate EFL vocabulary acquisition.