Vocabulary Size Of Students Research Articles

Study on Adopting Free Voluntary Reading in English Vocabulary Teaching of Senior High School based on Krashen’s Input Hypothesis

Vocabulary is a basic language unit, the vocabulary size of students directly impacts their performance in English listening, speaking, reading and writing. Therefore vocabulary plays a critical role in language teaching and learning. Based on Krashen’s Input Hypothesis, the use of free voluntary reading during second-language acquisition is considered as a powerful tool in language education. The connotation and features of input hypothesis theory will firstly be analyzed, and then followed by the introduction of Free Voluntary Reading(FVR), and the last comes some specific strategies when adapting FVR.

Measuring the Academic Vocabulary Size of University Students in Nepal

Students’ knowledge of academic vocabulary is a crucial aspect of learning English as a second or foreign language at the university level. Using academic vocabulary lists could be a valuable resource in teaching and learning vocabulary. This study measured the academic vocabulary size of Nepalese university students using Schmitt’s (2010) Academic Vocabulary Level Test Version 2 as a data collection tool. The participants were 62 adult EFL students. The data were collected online via Google Forms. The results showed that the average academic vocabulary size of the students was 435 (76.3%) words out of 570 word-families in the academic vocabulary word list. The results also showed that the students had heterogeneous knowledge with varying degree of academic vocabulary achievement (M = 22.02, SD= 8.6 and Coefficient of Variation = 39.1%). The results of the study suggest that English education students at the university level in Nepal need explicit instruction, concentration, and practice to gain mastery over academic vocabulary with less variation of knowledge in their academic vocabulary achievement.

Vocabulary Size of Students and Its Relationship to English Language Performance

Vocabulary Size of Students and Its Relationship to English Language Performance

Higher Education Languages of Instruction in Morocco and Their Impact on the Receptive Vocabulary Size of Moroccan EFL Master Students

Having a clear vocabulary profile of Moroccan master students might reveal where these participants stand compared to other countries. Therefore, the study aims to investigate the effect of languages of instruction in Morocco (e.g., Arabic vs. French) on the receptive vocabulary size of EFL Moroccan master students (e.g., departments of letters, science, and law). To this end, Meara’s (2010) Yes/No test was used as an instrument to measure the overall vocabulary size of these participants. A total of 325 EFL master students took the aforementioned test. The main research question is: Does the medium of instruction have any effects on the receptive vocabulary size of these students? Descriptive statistics were employed to calculate the overall receptive vocabulary size of test-takers. It was found that Moroccan EFL master students have a total of (M= 2293) lemmas. An independent samples t-test was run to check for any statistical significance. The t-test statistic reveals that the significance level is less than the p-value (t=-4.068, p<.05, df= 323). Thus, it was concluded that there was a statistically significant difference between the French group and the Arabic group. The results of this study confirm that students who were instructed in French (M= 2417, sd= 903, N=185) outperformed the other students who were taught in Arabic (M= 2058, sd= 903, N= 140). In the current study, among various suggestions, it is proposed that the volume of 30 hours in the English module is not sufficient and should be complemented with vocabulary-based activities.

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

English Language Learners' or ELLs reading comprehension of a text is affected by many factors. One of which is vocabulary knowledge. Several studies have shown that there is a direct link between vocabulary and reading comprehension. Although in the present study, students' comprehension, personal response and critical reading abilities were assessed, only the critical reading component is reported in this paper. While sizable studies have examined students' comprehension skills, little is known about the critical reading ability of secondary students, an important factor in students' college academic success. The purpose of the current study was threefold: (a) to investigate ELL secondary students' vocabulary level, (b) to gauge their critical academic reading ability, and (c) to determine the relationship between these two variables. Eighty-five participants from a public school in Kota Kinabalu, Sabah participated in the study. Receptive vocabulary test and an academic critical reading test were administered. Results showed that the vocabulary size of the students was associated with their critical academic abilities. The findings have pedagogical implications for educators. Keywords: ELL learners; University students; Vocabulary size; critical reading; Critical academic abilities

Higher Education Languages of Instruction in Morocco and their impact on the Receptive Vocabulary Size of Moroccan EFL Master Students

Having a clear vocabulary profile of Moroccan master students might reveal where these participants stand compared to other countries. Therefore, the study aims to investigate the effect of languages of instruction in Morocco (e.g., Arabic vs. French) on the receptive vocabulary size of EFL Moroccan master students (e.g., departments of letters, science, and law). To this end, Meara’s (2010) Yes/No test was used as an instrument to measure the overall vocabulary size of these participants. A total of 325 EFL master students took the aforementioned test. The main research question is: Does the medium of instruction have any effects on the receptive vocabulary size of these students? Descriptive statistics were employed to calculate the overall receptive vocabulary size of test-takers. It was found that Moroccan EFL master students have a total of (M= 2293) lemmas. An independent samples t-test was run to check for any statistical significance. The t-test statistic reveals that the significance level is less than the p-value (t=-4.068, p&lt; .05, df= 323). Thus, it was concluded that there was a statistically significant difference between the French group and the Arabic group. The results of this study confirm that students who were instructed in French (M= 2417, sd= 903, N=185) outperformed the other students who were taught in Arabic (M= 2058, sd= 903, N= 140). In the current study, among various suggestions, it is proposed that the volume of 30 hours in the English module is not sufficient and should be complemented with vocabulary-based activities.

The Size of the Native Lithuanian Vocabulary of the 11th Grade Students

The aim of this research was to measure the vocabulary size of native speakers of Lithuanian language attending the 11th grade in small cities and to compare the results with the research conducted in Vilnius schools. This paper aimed to find out whether the place of residence and the gender factor have a statistically significant influence on the size of the vocabulary and discover if any sociolinguistic factors can impact it. The research material consisted of 242 responses given to a sociolinguistic survey and vocabulary size test. T-test and regression analysis were applied in the research.The results of the study indicated that the average vocabulary of an 11th grade student consists of approximately 51,400 lemmas. Vilnius school students have an average vocabulary size of about 52,800 lemmas; the vocabulary size of small towns students is lower – 50,000 lemmas. The T-test statistical analysis has revealed that the difference in the mean size of the vocabulary across genders is statistically significant (p = 0,011). It was found out that the vocabulary size of students living in Vilnius is statistically significantly bigger than that of students in the smaller cities (p = 0,002). The regression analysis indicated that gender can affect the vocabulary size. The analysis showed statistical significance (p = 0,004) that watching movies in the Lithuanian language can impact the vocabulary size of students living in small towns.

THE RELATIONSHIP BETWEEN MORPHOLOGICAL AWARENESS AND ENGLISH VOCABULARY KNOWLEDGE OF SIXTH SEMESTER STUDENTS IN IKIP MATARAM

This study focuses on finding the relationship between morphological awareness and English vocabulary knowledge of Sixth semester students in IKIP Mataram. Many researchers have conducted a number of studies to find out the most effective strategies in learning vocabulary. One of them which is discussed in this study is applying morphological awareness. The first research problem is talking about the English vocabulary size of the students. The second problem is talking about the level of the students’ morphological awareness. and the third problem is talking about the relationship between morphological awareness and the English vocabulary size of sixth semester students in IKIP Mataram. In turn, in conducting this research, the researcher uses a mixed methods. Not only quantitative analysis, descriptive statistics and other statistical tests, but also qualitative analysis are used. The data presents the students’ vocabulary size in the form of level which is adapted from the theory by Nation and Beglar (2007) and also their morphological awareness in form of level which is adapted from the theory by McBride-Chang et al (2005). This data also presents the relationship between morphological awareness and English vocabulary knowledge in form of correlation based on Pearson product-moment formula. This analysis shows that the sixth semester students in IKIP Mataram are in level 6,000 means that their results is good enough based on Beglar and nation (2007). And the results of the morphological awareness are variant. Thence, this study also found that there is relationship between the students’ vocabulary size and their morphological awareness.

A Study on English Vocabulary Size of Students Majoring in International Natural Science Education, Yogyakarta State University

The current study is an attempt to discover the vocabulary size of students majoring in International Natural Science Education and the developmental pattern of their vocabulary size. The proposed research questions are: (1) What are the vocabulary sizes of students of international natural science education? and (2) Is their vocabulary size different across levels (freshmen, sophomore and junior)? To achieve the research aim, a cross-sectional research design was used. The total number of 79 students from three semesters studying in International Natural Science Education participated in the study. The instrument used was a Vocabulary Size Test developed by Nation and Beglar (2007). A descriptive statistic and an inferential statistics One-Way ANOVA continued by a pos-hoc test (Scheffe) were run in order to answer the proposed research questions. The results of computation revealed that the vocabulary size was 5,271-word families for the freshmen level, 6,142-word families for the sophomore level and 6,524-word families for the junior level. Based on the result of inferential statistics One-Way ANOVA, the student’s vocabulary size across levels are different. The F-ratio indicates that the difference between these groups was 7,369 in the level of significance 0,001. Furthermore, based on the Scheffe test, the significant difference lies between semester 2 and semester 4. Meanwhile, the difference of the vocabulary size between semester 4 and semester 6 was found to be less significant. In general, it can be concluded that there is a difference on the development of student’s vocabulary size reflected by the result of statistical analysis. The developmental pattern of students’ vocabulary size seems to be positive since the higher the level, the larger the students’ vocabulary size.

The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities

The study tends to explore vocabulary learning beliefs and strategies employed by students in Chinese universities. The correlations between beliefs/strategies and students’ vocabulary size are also addressed to show the impact of the different vocabulary learning strategies on students’ vocabulary size in China. A questionnaire and a vocabulary test were administered to 105 students from two universities. The questionnaire is adapted from Gu and Hu [1] and the vocabulary levels test is selected from Nation’s [2] vocabulary levels test (the university word list level) to evaluate students’ vocabulary size. With SPSS, statistical descriptions and pearson correlation are undertaken to process the data collected. The analyses of the data reveal that students in Chinese universities are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. Their vocabulary size has a strong relation with their strategy use at cognitive level, a moderate relation at overall and metacognitive level and no relation with their learning beliefs. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.

A study of Indonesian university students’ vocabulary mastery with vocabulary level test

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT. Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students

A study of Indonesian university students’ vocabulary mastery with vocabulary level test

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT.Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students