Vocabulary Depth Research Articles

A Case Study of a Chinese English Language Learner: Effective English Language Learning Through Interaction

Abstract: This article examines the English learning process of Mei, a 20-year-old Chinese university student, using both quantitative and qualitative analysis methods. Qualitatively, semi-structured interviews and natural observations explored Mei's learning experiences and social language use. Quantitatively, her English proficiency was assessed through CEFR-standard language assessment tests. The study found that: 1) Mei demonstrated high cultural and linguistic sensitivity in social English, effectively using slang and humor; 2) While her vocabulary and syntax skills were sufficient for daily and academic conversations, her vocabulary depth was lacking in complex contexts, potentially due to native language interference. These findings have significant implications for second language acquisition teaching, highlighting the importance of cultural knowledge and suggesting personalized teaching methods to enhance learners' language communication and cultural understanding.

A Brief Discussion on Strategies for Developing Depth of Vocabulary based on the Theory of Deep Learning

A Brief Discussion on Strategies for Developing Depth of Vocabulary based on the Theory of Deep Learning

Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents

ABSTRACT Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages.

Effectiveness of Morphological Intervention on Two Measures of Vocabulary Knowledge and Listening Comprehension

The morphological intervention has been long advocated to enhance students’ vocabulary knowledge and language outcomes. Nevertheless, little is known about how the intervention affects listening comprehension through the mediation of vocabulary knowledge. To address this unanswered gap, this study used a quasi-experimental design to examine the direct effects of the morphological intervention on two measures of vocabulary knowledge (vocabulary depth and breadth) and listening comprehension and whether increased vocabulary depth and breadth mediate the effects of the intervention on listening comprehension. Two groups of Chinese university students (experimental n=32; control n=32) participated in this study. Results of MANOVA measurements indicated direct, significant effects of the intervention on vocabulary depth and breadth. Additionally, analysis from a PLS-SEM modeling found effects of morphological intervention on listening comprehension were totally indirect and the indirect effects were significantly mediated through both vocabulary depth and breadth. Notably, vocabulary depth showed a stronger mediating effect than vocabulary breadth. The findings of this research expanded the existing understanding of how morphological intervention improves EFL university students’ vocabulary knowledge and listening comprehension.

The effects of interactionist versus interventionist dynamic assessment models on Iranian EFL learners’ speaking sub-skills: a mixed-method study

Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL learners. Instead of examining speaking as a general skill, this research focused on four speaking sub-skills, including grammatical range and accuracy, vocabulary, fluency, and pronunciation, with a concurrent experimental mixed-method design. To this aim, 30 undergraduate students from the Islamic Azad University, North Tehran Branch, were recruited through convenience sampling and participated in both phases. The quantitative data were collected from participants' pre-and post-test scores in the IELTS speaking module, and qualitative data consisted of the transcribed recordings of the intervention sessions. The integration of the quantitative and qualitative results revealed that while both models positively affected EFL learners' speaking proficiency, they differed in the extent and mechanisms of their impacts. The interactionist DA effectively improved grammatical range and accuracy, pronunciation, and vocabulary depth, and the interventionist DA enhanced fluency and vocabulary breadth more efficiently. The findings dissect the differential effects of DA models in one-to-one speaking lessons, offering practical insights for ELT practitioners and stakeholders.

Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

Abstract Well-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom.

Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements

Abstract Since collocation knowledge is integral to second language vocabulary depth, it necessitates a careful examination of various measurement approaches. To this end, the current paper provides an overview and evaluation of extant collocation measurements used in empirical studies on L2 English (N = 153) published between 1980 and 2023 indexed in the SSCI, SCIE, AHCI, SCOPUS, and ERIC databases. Six instruments, seven item formats, and three other assessment tools were identified and reviewed for the assessment of receptive and productive collocation knowledge. The review focused on the collocation knowledge measured by each tool, the instrument and/or item format employed, item design, reported reliability, and potential drawbacks of employing each instrument and item format in research or practice. The review proposes several theoretical and practical considerations for future assessments of and research on English collocation knowledge.

The effect of type of task on EFL learners' vocabulary learning.

Depth of processing vocabulary has been the subject of heated discussion among vocabulary researchers. Yet, current literature lacks research comparing different tasks to investigate the acquisition of vocabulary knowledge among adult learners of English as a foreign language (EFL). To fill the gap, we designed five task-based groups based on Technique Feature Analysis (TFA) as a framework to predict the effectiveness of different vocabulary learning tasks with similar or different TFA rankings on L2 vocabulary knowledge gain. The participants were 130 EFL learners (mean age = 21.7, female 61.5%) randomly assigned to the vocabulary learning tasks: reading and multiple-choice items (TFA = 6), reading and choosing definitions (TFA = 6), reading and fill-in-the-blanks (TFA = 7), reading and rewording the sentences (TFA = 6) and composition writing (TFA = 8). The results of the study revealed that tasks with the same TFA scores led to similar vocabulary knowledge gains. While predictions of the TFA are partially supported, composition writing and sentence rewording tasks supersede other tasks in terms of their effectiveness in vocabulary acquisition.

The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance

The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance

Home language environment and bilingual acquisition in preschoolers from low-income homes: differential impact of language and literacy related factors

ABSTRACT This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The results were different for language and literacy factors. Home language use had no impact on test scores. However, literacy-related factors showed significant impact on nearly all the test results in both languages of the bilingual child. Reasons for lack of impact of home language use could be the quality of language used at home, inaccuracies in parent reports and the long hours that parents spend working outside the home. The authors conclude with emphasising the need for early reading intervention in order to improve bilingual language acquisition.

Analysis of Korean elementary English textbook vocabulary activities and differences in textbook writers’ perception on vocabulary knowledge

Based on the nation’s framework of vocabulary depth, the present study investigated
 whether the proportion of vocabulary knowledge aspects in EFL textbooks would vary
 as a function of publishers (i.e., five textbook publishers) and grades (i.e., from 3rd
 to 6th grades). Log-linear analysis of 8,254 activities from 20 elementary school
 textbooks in Korea was conducted. Specifically, a noteworthy pattern emerged that
 the form aspect was more emphasized than the use aspect in Publisher C’s textbook
 while the opposite was observed from Publisher E. Expanding from this quantitative
 result, follow-up interviews with Publishers C and E were conducted. The content
 analysis of the qualitative data showed that all four textbook writers conceptualized
 vocabulary knowledge as consisting of all three aspects, while acknowledging the
 relative importance of the formal aspect of vocabulary learning for EFL learners in
 elementary schools. The present study discusses how the matter of vocabulary depth
 could be addressed in light of material development on a curriculum level.

Exploring the Interplay of Vocabulary Size, Depth, and Reading Performance among Engineering Students in an ESP Context

The primary objective of this research is to examine the impact of vocabulary size and vocabulary depth on reading performance in an English for Specific Purposes (ESP) context. To this end, we administered three tests to a group of 92 engineering students enrolled at the National Graduate School of Arts and Crafts (ENSAM) in Meknes, Morocco. The tests included the Vocabulary Size Test developed by Nation and Beglar (2007), the Words Associate Test designed by Read (1998), and a reading performance test with a high-reliability score of .87. The collected data was subjected to statistical analysis using linear regression and Pearson correlation. The findings revealed significant correlations between both vocabulary size and vocabulary depth with reading performance. Interestingly, the results indicated that vocabulary depth exhibited a stronger predictive association with reading performance compared to vocabulary size.

Matthew effect in vocabulary and reading: A comparison of good and average readers in Grade 1 to Grade 3

There is quite a large body of research about the influence that vocabulary plays in poor comprehenders reading. Yet, little is known about the role of vocabulary in good comprehenders’ reading skills. In the present study, third graders with a one-year advantage in reading comprehension (N = 105) were compared to average comprehenders (N = 177) in terms of vocabulary knowledge at three timepoints (Grade 1 to 3). Vocabulary was operationalized as vocabulary breadth (receptive and expressive) and vocabulary depth in form of semantic word knowledge. Latent growth models showed a superiority of good over average comprehenders both cross-sectionally and longitudinally in all assessed vocabulary skills. Moreover, the impact of vocabulary skills on sentence and text reading increased significantly from Grade 1 to Grade 3 in both groups. These results substantiate the increasing importance of vocabulary skills on reading comprehension yielding a Matthew effect.

The relationship between L2 vocabulary knowledge and reading proficiency: The moderating effects of vocabulary fluency

In this study, we ascertain the links between the four dimensions of L2 vocabulary knowledge and L2 reading proficiency and the moderating effects of vocabulary fluency. For this purpose, 312 EFL Chinese university student volunteers were recruited from six majors at one tertiary university in Southeast China, and they took a series of vocabulary tests and the IELTS reading test. SEM and PING’S SINGLE INDICATOR INTERACTION methods were adopted to analyze the collected test data. The results indicated that (a) receptive lexical knowledge has a much closer link with reading proficiency than productive vocabulary knowledge; (b) among the four dimensions of L2 vocabulary knowledge, receptive vocabulary depth has a closer connection with reading proficiency than receptive vocabulary breadth; (c) vocabulary fluency has a substantial moderating effect on the connection between L2 vocabulary and reading proficiency; and (d) multiple regression analysis verifies that whole-word knowledge explains 49% of the variance in L2 reading testing grades. We discuss theoretical and instructional implications, focusing on the role of the four dimensions of L2 vocabulary knowledge in the vocabulary assessment criteria for developing L2 reading proficiency.

Variations in Vocabulary Depth Among Second Language Learners with Comparable Vocabulary Breadths: An Empirical Investigation.

The study investigated variation in the depth of vocabulary knowledge of L2 learners at the same vocabulary breadth and the learner-related factors affecting it. Two hundred and thirty-one EFL learners at high and low levels of vocabulary breadth (according to Vocabulary Level Tests) participated in the study. The study tested Vocabulary depth (Word Associates Test and Derivative Word Form Test) and learner-related factors (LLAMA Aptitude Test, Attitude/Motivation Test Battery, Vocabulary Learning Strategies Survey, and Learning Style Inventory). Based on the findings using a paired t-test and Pearson correlations in SPSS and Structural Equation Modelling in AMOS, the study confirmed that (1) learners at the same level of vocabulary breadth (particularly low level) possessed variation in the depth of their vocabulary knowledge (such as meaning-based vs. form-based and receptive vs. productive knowledge) and (2) among the learner-related factors, learners' language aptitude and motivation had a significant impact on vocabulary depth. Based on the results, the study made some pedagogical suggestions.

Effects of Moderately Rich Vocabulary Instruction on Literacy Performances of Students With Reading Disabilities

Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study aims to propose and examine the effects of a “moderately rich vocabulary instruction” in which both breadth and depth of vocabulary are addressed. Nineteen 4th- and 5th-grade students with reading disabilities learned 12 words in the moderate-encounter condition, where students practiced the target words six times in the context of rich vocabulary instructional activities. The results showed that students with reading disabilities remembered more taught word definitions and understood more sentences that contained taught words than those from the control condition. The findings suggest that providing moderately rich vocabulary instruction with a moderate number of rich vocabulary practices can yield good word learning and sentence comprehension containing target words for students with reading difficulties.

The Size and Depth of Arabic Vocabulary among Students in Malaysia's Selangor Religious Secondary Schools

The Size and Depth of Arabic Vocabulary among Students in Malaysia's Selangor Religious Secondary Schools

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).

Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers

AbstractGrammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framework, this study investigated 238 L2 Chinese learners who were college‐level students in China, using a set of reading‐related tasks. The results showed that (1) vocabulary breadth and grammatical knowledge independently contributed to L2 reading comprehension with grammatical knowledge being a more deciding factor; (2) different aspects of vocabulary depth (i.e., polysemy and synonymy), over and above vocabulary breadth and grammatical knowledge, played an independent role; and (3) more importantly, lower‐proficiency learners relied more on vocabulary breadth whereas higher‐proficiency learners made more use of vocabulary depth during text‐level comprehension.

Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia

The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10–11 years. Vocabulary learning was measured by means of ad hoc tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results indicate that CLIL instruction positively impacted children’s depth and breadth of content-specific vocabulary knowledge. More specifically, the children experienced a significant improvement both in their receptive and productive knowledge of word meaning and form with regard to content-specific lexis. Moreover, with regard to children’s productive vocabulary knowledge as elicited through a written content task, statistical improvement was found in terms of lexical diversity and sophistication, but not lexical density. We argue for the need to use input profiled assessment instruments to appraise L2 vocabulary gains in CLIL.