Aspects Of Vocabulary Knowledge Research Articles

Vocabulary learning in Finnish early foreign language learning textbooks

Abstract Vocabulary acquisition of young foreign language learners is an understudied topic. This study examines how early foreign language textbooks in Finland present and practise vocabulary. Moreover, studying textbooks is essential as they guide teachers’ actions and pupils’ perceptions of what is central in learning and how one should learn. We examined five different textbooks used in Finland for early foreign language learning. The languages covered were English, French, German, Swedish and Spanish. We analysed how the textbooks presented vocabulary using Thornbury’s (2002) classification as a basis. In particular, we looked at how the books took into account pupils’ existing linguistic resources, how they introduced and attempted to consolidate new vocabulary, what aspects of vocabulary knowledge were emphasised, what the role of formulaic sequences was, and if there were differences between the textbooks of different languages. The results showed that even though the textbooks had versatile exercises, there was a lack of progression and consolidating activities. Moreover, it seems that the textbooks do not largely aim at learner agency or translanguaging for vocabulary learning. Therefore, the examined textbooks for early foreign language learning in Finland are not fully in line with current understanding of vocabulary learning and language learning in general.

Chinese EFL learners’ use of mobile dictionaries in reading comprehension tasks

Although mobile dictionaries are widely used in English as a foreign language (EFL) education, few studies have examined the different types of mobile dictionaries that Chinese students use. This study looks at monolingual, bilingualised and bilingual mobile dictionaries used by Chinese university EFL learners when completing a reading activity. Mixed methods were used to investigate the engagement of 125 learners with three different dictionary apps. A self-report questionnaire and semi-structured interviews were used to understand learners’ uses and motivations when using mobile dictionaries. Results of the questionnaire show that most learners look up almost exclusively the first entry definition, the Chinese translation of the target word and, to a lesser degree, part of speech information. Spelling, example sentences and other aspects of vocabulary knowledge were largely ignored by the participants in the study. The interview data allowed us to hypothesise that three strategies are shared by the participants across the three study conditions: (1) the “so-called relevance” strategy, (2) the “choose the first definition” strategy, and (3) the “availability principle” strategy. This study addresses gaps in mobile-assisted language learning (MALL) research, providing language teachers, researchers and policymakers with ways to understand how mobile dictionaries are used in English language learning.

Purpose and Strategic Engagement in Informal English Digital Activities and Aspects of Vocabulary Knowledge

Abstract Research has established positive associations between informal digital activities and vocabulary knowledge. However, understanding how different types of digital activities relate to various aspects of vocabulary knowledge is limited. This study examined how the purpose of informal digital activities and strategic engagement during and/or after technological activities relate to receptive (meaning recognition) and productive (form recall) knowledge of form-meaning links as well as knowledge of word association. Structural Equation Modelling analysis of the questionnaire and vocabulary test data from 339 university EFL learners revealed that two purpose factors (informal digital activities for instructional and socialization purposes) and two strategic engagement factors (dual focus on meaning and form; depth of lexical processing) were key determinants of form-meaning mapping. The interplay of purpose and strategic engagement manifested differently for receptive and productive knowledge of form-meaning links. In contrast, depth of lexical processing was the only predictor of knowledge of word association. The findings underscore activity purpose and strategic engagement as crucial factors in researching and bolstering the relationship between informal digital activities and different aspects of vocabulary knowledge.

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.

Revisiting the role of breadth and depth of vocabulary knowledge in reading comprehension

The purpose of this study was to investigate the role of breadth and depth of vocabulary knowledge in reading comprehension at Debre Markos University. A quantitative approach was taken to gather and analyze the data. Out of 235 students learning at the college, 61 samples were taken randomly. To investigate their knowledge of vocabulary breadth, the Vocabulary Levels Test (VLT) was employed. The Depth of Vocabulary Knowledge (DVK) test was utilized to investigate the depth of vocabulary knowledge. The reading section of the Test of English as a Foreign Language (TOFEL) was used to determine the reading comprehension performance of the students. Pearson Product-moment correlation was used to examine the relationship between vocabulary knowledge (breadth and depth) and reading comprehension. In addition, to find out which aspect of vocabulary knowledge best explains reading comprehension, Standard Multiple Regression was employed. The data were analyzed using SPSS (version 21). The findings suggest that there was a significant strong positive relationship between knowledge of vocabulary breadth and reading comprehension (r = .73, n = 61, P, =.000 < 0.05). Besides, the result reveals that there was a significant strong positive relationship between knowledge of vocabulary depth and reading comprehension (r = .60, n = 61, P, =.000 < 0.05). The finding also shows that vocabulary breadth and depth together were able to predict respondents’ reading comprehension. However, vocabulary breadth (Beta =.58) had a more unique explanatory power than knowledge of vocabulary depth (Beta =.315).

Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English

AbstractThis study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6–12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.

Aspects of Vocabulary KnowleDGE in Year 6 and 7 EFL COURSEBOOKs

This article presents a content analysis of vocabulary activities in selected lower-secondary coursebooks used in the Czech Republic in Years 6 and 7. The analysis is based on I. S. P. Nation’s classification of aspects of word knowledge that learners should acquire to master vocabulary knowledge. Accordingly, the aim is to discover which aspects of vocabulary knowledge are covered in the selected coursebooks. Levels 1 and 2 of Project Explore and Your Space are analysed, and vocabulary activities are classified based on the primary goal of each activity. The aspect of grammatical functions and that of form and meaning are covered most, whereas the aspect of concept and referents is not covered in Years 6 and 7 at all, and the aspect of constraints on use is not covered in Year 6. The present research can benefit the authors of coursebooks and other teaching materials and the teachers who use selected coursebooks.

How vocabulary breadth and depth influence bilingual reading comprehension: Direct and indirect pathways

This study examined the links between two aspects of vocabulary knowledge (i.e., breadth and depth) and reading comprehension, and the mediating impact of word reading on these links within and across first language (L1) Chinese and second language (L2) English among 391 Hong Kong Chinese-English bilingual second graders. After administering tasks on receptive and expressive vocabulary breadth, expressive vocabulary depth, word reading, and reading comprehension, path model analyses revealed a direct effect of receptive vocabulary breadth, and indirect effects of expressive vocabulary breadth and depth through word reading, on reading comprehension in L1 Chinese. However, in L2 English, a direct effect occurred in expressive vocabulary depth, while indirect effects were observed in receptive and expressive vocabulary breadth. The cross-language analyses showed a direct effect of Chinese receptive vocabulary, and an indirect effect of Chinese expressive vocabulary depth through L2 English word reading, on English reading comprehension.

The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach

This study investigated the relationships between two vocabulary learning strategies (guessing from context and dictionary use) and two aspects of vocabulary knowledge (receptive and productive vocabulary knowledge). One hundred and thirty-five university students in Japan completed a vocabulary learning strategies survey, the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and Lex30. Results showed that the dictionary strategy significantly predicted receptive vocabulary knowledge, whereas no significant relationship between the guessing strategy and receptive vocabulary knowledge was observed. Neither guessing nor dictionary use significantly predicted productive vocabulary knowledge. Mediation analyses showed that dictionary use, but not guessing, had a significant indirect effect on productive lexicons via the development of receptive vocabulary knowledge. However, the extent to which the dictionary strategy is associated with productive vocabulary knowledge depended on how the knowledge was measured. The advantage of dictionary consultation in light of the quality of attention and type of focus induced by the strategy were discussed, and implications for second language (L2) vocabulary instruction were considered.

The continuation task and the model-as-feedback writing task in L2 vocabulary learning: Timing of model texts

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge – written form, meaning and form, and grammatical functions – were each assessed by receptive and productive tests. It was found that (1) both tasks led to significant immediate and long-term development of word knowledge of written form, form and meaning, and grammatical functions; and (2) the continuation task showed superiority over the MAFW task in enhancing productive knowledge of written form, and receptive and productive knowledge of form and meaning as well as grammatical functions. Implications of these results for EFL vocabulary teaching are discussed.

Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach

Using eye-tracking, this study examined the role of semantic transparency in L2 learners’ incidental learning of compounds from reading and how real-time processing of novel compounds contributes to vocabulary gains. L2 Chinese speakers encountered 12 novel compounds embedded in stories, each occurring six times. Their knowledge of the compounds was tested immediately after the reading task. Results confirmed the advantage of transparent compounds over opaque compounds (in terms of form recognition and meaning recall), as well as the positive association between reading time summed across exposures and vocabulary gains (in terms of form and meaning recognition, regardless of semantic transparency). Our findings add to the literature on incidental vocabulary learning in that semantic transparency was found to moderate the acquisition order of different aspects of vocabulary knowledge, which highlights the importance of lexical characteristics for future research.

Filling the Gap between Active and Passive Word Knowledge with the Focus on Colligation

Objectives This paper discovered what it takes to convert passive vocabulary into active vocabulary. Methods Forty-six Korean EFL college students participated in this study. Two vocabulary tasks - matching and translation tasks - were administered to assess their passive and active word knowledge. Both tasks included 15 target words, all of which are high-frequency vocabulary. The translation task featured colligation, one aspect of vocabulary knowledge. Based on the results of the two tasks, eight students - four had good active vocabulary and the other four did not - were chosen as interviewees. The interview focused mainly on how students with good active vocabulary have built on such vocabulary. Results Students with good active vocabulary in terms of colligation turned out to be fully aware of the importance of high-frequency words, putting a premium on high-frequency words in their vocabulary study. They were also found to have their own learning strategies for enhancing their active vocabulary: using self-talk, writing a vocabulary journal, paraphrasing, and using online resources. Conclusions EFL students need to be helped to realize that high-frequency words should be prioritized in improving active vocabulary, given that it would be unrealistic for them to be able to accurately use every English word. They should also be encouraged to find learning methods and resources that work for them to turn their passive vocabulary into active one.

Thematic units and aspects of vocabulary knowledge in l2 Spanish textbooks

Thematic units and aspects of vocabulary knowledge in l2 Spanish textbooks

An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.

Relationship between Second Language Deep Vocabulary Knowledge and Speaking Performance: Mediation of Task Type

Most of the models accounting for L2 oral production have deemed a significant role for vocabulary knowledge in this process. Previous studies have demonstrated a positive relationship between different aspects of lexical knowledge and performance or proficiency of second language skills including the speaking performance. Meanwhile, the findings have suggested a determining role for the task type used for measuring speaking performance when one or more aspects of lexical knowledge are in focus. This study was conducted to investigate the relationship between the EFL Learners’ deep vocabulary knowledge (DVK) and speaking performance by scrutinizing the mediating role of task type. To this end, 102 bachelor ELT students were given Word Associate Test to measure their DVK, and a planned presentation task and unplanned tasks of description, narration and reasoning to elicit speaking performance. The elicited samples of speaking performance were transcribed and analyzed in terms of fluency, accuracy, lexical complexity and grammatical complexity. Structural equation modeling indicated a lack of causal relationship between DVK and aspects of speaking performance as measured with both planned and unplanned tasks. However, mixed results were obtained in the case of the correlations of fluency, accuracy, grammatical complexity and lexical complexity with DVK across different tasks. Although the findings do not provide evidence for a strong relationship between DVK and speaking performance when DVK is analyzed in isolation from other aspects of vocabulary knowledge, the variation witnessed in findings provide further proof for the importance of task effectiveness in the study of lexical access.

Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners

This article reports the results of two experiments which compared the effects of reading-only, reading-while-listening, and reading with textual input enhancement (i.e. underlining) on Vietnamese English as a foreign language (EFL) learners’ learning of three aspects of vocabulary knowledge: form recognition, form recall, and meaning recall. Sixty Vietnamese EFL learners (32 beginner and 28 intermediate learners) were assigned to one of three experimental conditions: reading-only, reading-while-listening, or reading with textual input enhancement. During four weeks, all learners read four graded readers in their condition groups. Tests of target words were administered three times: one week before the reading (pretests), immediately after the reading (immediate posttests), and one week after the reading (delayed posttests). To gain more insights into the learners’ perspectives, follow-up semi-structured interviews were conducted. The results showed that the three reading modes resulted in word learning gains for the three word knowledge aspects tested. However, reading with textual input enhancement resulted in significantly more vocabulary learning than reading-only, while the reading-while-listening and reading-only groups did not differ significantly. In addition, form recognition had the largest gains while form recall the smallest.

The Factor Structure of Vocabulary: An Investigation of Breadth and Depth of Adults with Low Literacy Skills.

The purpose of this study was to examine the factor structure of vocabulary. We believe that not only is vocabulary multidimensional, but depth of vocabulary knowledge should also be assessed with multiple measures since it too, is composed of multiple aspects. Furthermore, to explore the predictive validity of the different aspects of vocabulary knowledge, we assessed the relationship between vocabulary breadth, vocabulary depth, and reading comprehension in adults with low literacy skills. The participants were 103 adults. They completed 12 tasks that have been used in past studies to measure vocabulary breadth, depth, and reading comprehension. We had several important findings. First, we confirmed that all of the assessments were highly reliable for adults with low literacy skills. Second, the results of the factor analysis indicated two distinct vocabulary factors. Finally, both breadth and depth contribute independently to explaining variance in reading comprehension. Implications for vocabulary measurement are suggested.

The effect of the Four Corners Vocabulary Chart activities with different task-induced involvement on the vocabulary acquisition of elementary English.

This study aimed to investigate the effects of the Four Corners Vocabulary Chart activities with different task-induced involvement on the vocabulary acquisition of elementary English. The Four Corners Vocabulary Chart is a personal dictionary which has the target word written on the front, with four different things on the back. Sixty six learners of forth grade-level were divided into three groups, two experimental groups and one controlled group. The experimental groups learned vocabulary using the Four Corners Vocabulary Chart activities with different task-induced involvement, while the controlled group learned vocabulary implicitly using text books. The data included vocabulary knowledge tests, surveys and interviews. The data were analyzed quantitatively and qualitatively. Here are the results of the data analysis: (1) The Four Corners Vocabulary Chart activities had effect on the vocabulary acquisition of elementary English; (2) The activities with high task-induced involvement were more effective in the acquisition of the productive vocabulary knowledge; (3) The experimental groups showed better interest and confidence on vocabulary learning; (4) Learners with high and middle level showed statistically meaningful improvement in the aspect of vocabulary knowledge. In addition, learners’ affective responses were different depending on their ability levels. This study provides teachers with important implications regarding the effective vocabulary learning method in EFL context.

Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation

AbstractRecently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and systematic procedures for test development, starting from a more precise specification of the test's purpose, intended testees and educational context, the particular aspects of vocabulary knowledge which are being measured, and the way in which the test scores should be interpreted. It also calls for greater assessment literacy among vocabulary test developers, and greater support for the end users of the tests, for instance, with the provision of detailed users' manuals. Overall, the authors present what they feel are the minimum requirements for vocabulary test development and validation. They argue that the field should self-police itself more rigorously to ensure that these requirements are met or exceeded, and made explicit for those using vocabulary tests.

Impromptu vocabulary work in English mother tongue instruction

ABSTRACTThis paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.