Journal articles: 'Vocabulary breadth'

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Westby, Carol. "Vocabulary Breadth and Depth." Word of Mouth 26, no. 5 (May 2015): 1–6. http://dx.doi.org/10.1177/1048395015576730.

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Ismi Narulita Firda, Intan Azkiyah, and Albiansyah. "Testing Breadth and Depth of Vocabulary Knowledge and Their Relationship with Vocabulary Size of EFL Students." JET (Journal of English Teaching) 7, no. 1 (February 14, 2021): 89–100. http://dx.doi.org/10.33541/jet.v7i1.2434.

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Abstract Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This research uses a correlational research design. The sample was 51 EFL learners. The Vocabulary Level Test (VLT) and the Words Associates Test (WAT) were administered in this study. The scores were presented with descriptive statistics for two tests of the breadth and depth of vocabulary knowledge. The results showed that the breadth and depth of the vocabulary knowledge test had a negative correlation with the L2 vocabulary size of EFL students. Using Statistic Product moment, the correlation coefficients found at 0.01 for the breadth and 0.11 for depth is included in the very weak category. So, there is a very weak correlation between the tests of breadth and deep vocabulary knowledge and the size of students' vocabulary. Keywords: breadth, depth, vocabulary knowledge, vocabulary sizes

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Bardakci, Mehmet. "Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles." English Language Teaching 9, no. 4 (March 22, 2016): 239. http://dx.doi.org/10.5539/elt.v9n4p239.

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<p class="Abstract">Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles were analysed. In the first stage of the study, learner essays (n=84) and native essays (n=75) were compared in terms of vocabulary profiles through the use of an online database, and each participant obtained vocabulary profile scores from four different levels. In the next stage, the learners’ depth and breadth of vocabulary knowledge were measured by using two different vocabulary tests, and then the scores they obtained on these tests were hierarchically regressed on their profile scores. The results suggested that both breadth and depth of vocabulary knowledge had significant and robust effects on the L2 vocabulary profiles of the EFL learners; however, depth of vocabulary knowledge appeared to be a better predictor of vocabulary profiles than breadth of vocabulary knowledge.</p>

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Hatami, Sarvenaz, and Mansoor Tavakoli. "The Role of Depth versus Breadth of Vocabulary Knowledge in Success and Ease in L2 Lexical Inferencing." TESL Canada Journal 30, no. 1 (February 17, 2013): 1. http://dx.doi.org/10.18806/tesl.v30i1.1123.

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This study determines whether breadth and depth of vocabulary knowledge are related to L2 ease and success in lexical inferencing. To this end, two tests meas- uring vocabulary breadth and depth were administered to 50 participants. Two weeks later, all participants received an inferencing task and rated the degree of perceived ease in inferencing on a 6-point Likert-scale questionnaire. The findings indicated that although both vocabulary breadth and depth played an important role in lexical inferencing success, vocabulary breadth made a more important contribution. The results further revealed that neither vocabulary breadth nor depth had a significant effect on perceived ease of inferencing.Cette étude détermine dans quelle mesure l’étendue et la profondeur des connais- sances lexicales sont liées à la facilité en L2 et à la réussite en inférence linguis- tique. À cette fin, nous avons fait passer à cinquante participants deux examens pour évaluer l’étendue et la profondeur de leurs connaissances lexicales. Deux semaines plus tard, nous avons donné à tous les participants une tâche d’inférence et en avons évalué le degré de facilité perçue avec un questionnaire en 6 points sur l’échelle Likert. Les résultats indiquent que si l’étendue et la profondeur des connaissances lexicales jouent tous les deux un rôle important dans la réussite en inférence lexicale, l’étendue du vocabulaire y contribuent davantage. L’étude a également démontré que ni l’étendue ni la profondeur des connaissances lexi- cales n’ont un effet significatif sur la facilité d’inférence perçue.

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BALEGHIZADEH, SASAN, and PAYAM PAYAM. "INVESTIGATING THE RELATIONSHIP BETWEEN DEPTH AND BREADTH OF VOCABULARY KNOWLEDGE AND LISTENING COMPREHENSION ACROSS DIFFERENT PROFICIENCY LEVELS AMONG IRANIAN EFL LEARNERS." International Journal for 21st Century Education 3, Special (June 30, 2016): 63. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5708.

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This study was an attempt to investigate the particular role of learners’ depth and breadth of vocabulary knowledge in their listening comprehension. Moreover, it also sought to find out whether there is any difference between high and low listening proficiency groups in performance on depth and breadth dimensions of vocabulary knowledge. To this end, a total of 117 junior university students majoring in English language and literature participated in the study. In order to assess the learners’ listening comprehension, the listening section of a paper-based version of the TOEFL was administered. Their depth and breadth of vocabulary knowledge were measured through performance on Word Associate Test and Vocabulary Levels Test, respectively. The results of data analysis indicated that both depth and breadth of vocabulary knowledge are determining factors in successful listening comprehension. However, it was found out that breadth or size of vocabulary knowledge provides a more significant contribution than depth to listening comprehension. Furthermore, the results of the study indicated that depth and breadth of vocabulary knowledge are not significant predictors of listening comprehension in the low listening ability group.

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VAN GOCH, Merel M., Ludo VERHOEVEN, and James M. MCQUEEN. "Success in learning similar-sounding words predicts vocabulary depth above and beyond vocabulary breadth." Journal of Child Language 46, no. 1 (September 21, 2018): 184–97. http://dx.doi.org/10.1017/s0305000918000338.

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AbstractIn lexical development, the specificity of phonological representations is important. The ability to build phonologically specific lexical representations predicts the number of words a child knows (vocabulary breadth), but it is not clear if it also fosters how well words are known (vocabulary depth). Sixty-six children were studied in kindergarten (age 5;7) and first grade (age 6;8). The predictive value of the ability to learn phonologically similar new words, phoneme discrimination ability, and phonological awareness on vocabulary breadth and depth were assessed using hierarchical regression. Word learning explained unique variance in kindergarten and first-grade vocabulary depth, over the other phonological factors. It did not explain unique variance in vocabulary breadth. Furthermore, even after controlling for kindergarten vocabulary breadth, kindergarten word learning still explained unique variance in first-grade vocabulary depth. Skill in learning phonologically similar words appears to predict knowledge children have about what words mean.

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Gu, Tongqing. "The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 45. http://dx.doi.org/10.5539/ijel.v7n4p45.

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Vocabulary knowledge is the foundation of English learning. This study, based on vocabulary knowledge frameworks, aims to further explore the effect of two dimensions of vocabulary knowledge i.e. breadth and depth of vocabulary knowledge, on two types of reading comprehension tasks, i.e., standard multiple choice question and summary writing in Chinese EFL context. 124 English majors in a Chinese university were randomly selected, and their vocabulary knowledge and reading comprehension ability were tested. The results of the study showed that both breadth and depth of vocabulary knowledge make contributions to reading comprehension; the breadth of vocabulary knowledge has a greater predictive power on multiple-choice reading comprehension than the depth of vocabulary, while vocabulary depth was the stronger predictor of post-reading summary writing. The results indicate that teachers need to attend to vocabulary knowledge and improve learners’ reading ability by enhancing their vocabulary knowledge.

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Harkio, Noora, and Päivi Pietilä. "The Role of Vocabulary Breadth and Depth in Reading Comprehension: A Quantitative Study of Finnish EFL Learners." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1079. http://dx.doi.org/10.17507/jltr.0706.03.

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This article reports the results of a study on the relationship between second language vocabulary breadth, vocabulary depth, and reading comprehension. A special aim was to discover the role of vocabulary depth in the prediction and explanation of L2 learners’ reading comprehension. Two proficiency levels, intermediate and advanced, were compared. Vocabulary breadth was measured with the Vocabulary Size Test (Nation & Beglar, 2007), vocabulary depth with the Vocabulary Knowledge Scale (Wesche & Paribakht, 1996), and reading comprehension with a test compiled of sections from two former matriculation examination tasks. The three constructs showed strong positive correlations in both groups of subjects. However, based on the results, vocabulary breadth and depth seem to be stronger predictors of reading comprehension skills in lower levels of proficiency than on the advanced level.

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Walker, Elizabeth A., Alexandra Redfern, and Jacob J. Oleson. "Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing." Journal of Speech, Language, and Hearing Research 62, no. 3 (March 25, 2019): 525–42. http://dx.doi.org/10.1044/2018_jslhr-l-astm-18-0250.

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Purpose Children who are hard of hearing (CHH) tend to have reduced vocabularies compared to children with normal hearing (CNH). Prior research on vocabulary skills in children with hearing loss has focused primarily on their breadth of knowledge (how many words are known). Depth of vocabulary knowledge (how well words are known) is not well documented for CHH. The current study used linear mixed models (LMMs) to investigate growth trajectories of vocabulary depth and breadth in CHH relative to age-matched CNH. Method Participants for this study included 155 children (93 CHH, 62 CNH) enrolled in a longitudinal study. Examiners administered a standardized measure of vocabulary knowledge at ages 7, 8, and 9 years. We constructed multiple LMMs with fixed effects for group and age. The models included various combinations of random intercepts for subject and item and random slope for age. Results For depth, CHH showed significant and stable deficits compared to CNH over time. For breadth, CNH showed greater vocabulary breadth, but the group differences diminished with age. For CHH, higher aided audibility, age, and maternal educational level were associated with greater vocabulary breadth and depth. Age at hearing aid fitting was not. Conclusions A major advantage of using LMM is that it allowed us to cope with missing data points while still accounting for variability within and across participants. Assessment of both vocabulary breadth and depth may be useful in identifying school-age CHH who are at risk of delays in language outcomes.

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Yang, Ting. "A Study on the Relationship of Middle School Students’ Vocabulary Breadth Knowledge and Listening Comprehension." Region - Educational Research and Reviews 2, no. 3 (July 31, 2020): 7. http://dx.doi.org/10.32629/rerr.v2i3.136.

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This study took 37 junior students who were from an institution of Nanchong as research objects. In this study, SPSS was used for making quantitative analysis on the collected data, intending to explore the relationship of middle school students’ vocabulary breadth knowledge and listening comprehension. The results show: (1) The current vocabulary breadth level of middle school students accounted for 80.86% of the overall requirements, and their listening comprehension level reached 85.87% of the general requirements, both of which were in an upper level; (2) Students’ vocabulary breadth and listening comprehension level in different gender didn’t have a significant difference; (3) There was a significant positive correlation between middle school students’ vocabulary breadth and listening comprehension. This study has some guiding significance on the listening teaching of primary and secondary schools.

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Ehsanzadeh, Seyed Jafar. "Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students’ Incidental Vocabulary Acquisition." TESL Canada Journal 29, no. 2 (August 23, 2012): 24. http://dx.doi.org/10.18806/tesl.v29i2.1098.

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This study explores the roles of depth and breadth of lexical repertoire in L2 lexical inferencing success and incidental vocabulary acquisition through reading. Students read a graded reader containing 13 pseudo-words and attempted to infer the meanings of underlined target words. The Word Associates Test (WAT, Read, 2004) and the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) were administered to measure depth and breadth of lexical repertoire respectively. To rate retention of inferred meanings, I administered the Vocabulary Knowledge Scale (VKS, Paribakht & Wesche, 1996, 1997) with a repeated measure design. The results indicated that (a) both breadth and depth of lexical knowledge correlated positively with long-term retention of inferred word meanings. However,depth of vocabulary knowledge indicated a higher correlation; and (b) scores on both breadth and depth of vocabulary knowledge had a significant positive correlation with success of lexical inferencing through reading, but depth of vocabularyknowledge was a stronger predictor of inferencing success.

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David, Annabelle. "Vocabulary breadth in French L2 learners." Language Learning Journal 36, no. 2 (December 2008): 167–80. http://dx.doi.org/10.1080/09571730802389991.

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Cheng, Xiaoli. "A Study on Lexical Sense Relations from the Perspective of Vocabulary Breadth and Word Frequency." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 988. http://dx.doi.org/10.17507/tpls.0605.11.

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In second language (L2) vocabulary acquisition, breadth and depth of vocabulary knowledge are two indispensable components that interrelate with each other to a substantial extent. Breadth of vocabulary is actually vocabulary size. Lexical sense relations, part and parcel of depth of vocabulary, are reported to be able to facilitate the mastery of L2 words. Word frequency concerns the familiarity of words. The present research intends to make a synthetical analysis of the development of L2 word meaning under the influence of vocabulary size and word frequency in classroom settings. The merging of qualitative and quantitative aspects of words is to describe exhaustively how students fit the words into their mind, and to provide some pedagogical implications to L2 vocabulary teaching and learning.

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Lee, Sunjung. "Examining the Roles of Aptitude, Motivation, Strategy Use, Language Processing Experience, and Gender in the Development of the Breadth and Depth of EFL Learners’ Vocabulary Knowledge." SAGE Open 10, no. 4 (October 2020): 215824402097788. http://dx.doi.org/10.1177/2158244020977883.

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This study examined the simultaneous effects of L2 individual difference (ID) variables (aptitude, motivation, strategy use, language processing experience, and gender) on English as a foreign language (EFL) breadth and depth of L2 vocabulary knowledge of 492 Korean university–level learners. Independent variable measures included the (a) Korean version of the Modern Language Aptitude Test, (b) L2 Attitude/Motivation Battery, (c) L2 Vocabulary Learning Strategies Survey, and (d) L2 Language Processing Experience Survey. The dependent variables (i.e., vocabulary breadth and depth) were assessed via the Vocabulary Levels Test and Word Associates Test, respectively. Employing multigroup structural equation modeling (SEM), results revealed positive significant effects of (a) aptitude on vocabulary breadth and depth, (b) motivation on strategy use, and (c) motivation on both dependent variables, however mediated by a significant direct effect of language processing experience on the dependent variables. There were no effects obtained for L2 strategy use nor for participant gender in the model.

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Liu, Dan. "Literature Review of the Breadth and Depth of Vocabulary." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1002. http://dx.doi.org/10.17507/jltr.0905.14.

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As the basic element of language, vocabulary is the cornerstone of language communication. However, the majority of English learners just remember vocabulary by rote-learning and could not put them into practical use. As a result, their efficiency in vocabulary learning is still not unsatisfactory. Many effective approaches have been proposed in the foreign language teaching field so as to enhance L2 learners’ English Proficiency. This paper aims at exploring the essence of the breadth and depth of vocabulary for the sake of promoting learners’ competence of vocabulary learning.

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김보람. "Promoting Breadth and Depth of Vocabulary Knowledge." Journal of Foreign Studies ll, no. 41 (September 2017): 11–39. http://dx.doi.org/10.15755/jfs.2017..41.11.

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Bazhydai, Marina, Zorana Ivcevic, Marc A. Brackett, and Sherri C. Widen. "Breadth of Emotion Vocabulary in Early Adolescence." Imagination, Cognition and Personality 38, no. 4 (March 23, 2018): 378–404. http://dx.doi.org/10.1177/0276236618765403.

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Studies of emotion vocabulary and understanding typically focus on early childhood. Yet, emotion abilities continue to develop into adolescence, making it an important and underinvestigated area of research. This study presents evidence that adolescents’ emotion vocabulary undergoes active development, becomes more broad and sophisticated, varies by gender, and is not captured adequately by recognition-based approaches. Adolescents were asked to generate emotion words for five emotion categories— happy, relaxed, angry, sad, and nervous. Responses included emotion words (e.g., joyous) and nonemotion terms such as metaphors (e.g., boiling), social experiences (e.g., underappreciated), and personality traits (e.g., shy). Girls generated significantly more responses than boys. Older adolescents generated significantly more emotion words (e.g., describing someone who is happy as joyful, exuberant or ecstatic), while younger adolescents produced more nonemotion responses (e.g., describing someone who is happy as smiley, friendly, or full of life). Students’ grade, total number of responses they produced, and performance on the recognition test of emotion understanding predicted their emotion vocabulary.

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Ordóñez, Claudia Lucía, María S. Carlo, Catherine E. Snow, and Barry McLaughlin. "Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer?" Journal of Educational Psychology 94, no. 4 (2002): 719–28. http://dx.doi.org/10.1037/0022-0663.94.4.719.

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STOTHERS, MARGOT ELIZABETH. "Breadth over depth in the semantic representations of adults with nonverbal learning disabilities." Language and Cognition 10, no. 1 (November 6, 2017): 56–82. http://dx.doi.org/10.1017/langcog.2017.17.

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abstractOral language in individuals with nonverbal learning disabilities (NLD) has been described as empty of meaning, despite apparently average word knowledge. The present study explored the hypothesis that depth but not breadth of semantic representations would be reduced in NLD, and that depth but not breadth would be related to nonverbal gestalt perception. A cross-sectional design compared breadth and depth of vocabulary in 50 adults with or without a diagnosis of NLD. Vocabulary results were also compared with a visual closure test. Participants with NLD had reduced vocabulary depth in comparison with controls. The NLD group also had lower scores for gestalt perception, the ability to perceive a meaningful whole from unrelated parts. Across the sample, this measure predicted scores for vocabulary depth, but not breadth. The NLD group was also less able than the Control group to estimate the size of unknown, physical features of everyday objects. Results supported clinical observations that semantic representations are unconventional and imprecise in individuals with NLD, and suggested specific cognitive underpinnings for such difficulties. Results were also compatible with separate theories of embodied and lateralized semantics. A proposal uniting these theories in a designation over elaboration model is presented.

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Yunus, Kamariah, Mahani Mohamad, and Bordin Waelateh. "THE BREADTH OF RECEPTIVE VOCABULARY KNOWLEDGE AMONG ENGLISH MAJOR UNIVERSITY STUDENTS." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 7. http://dx.doi.org/10.24200/jonus.vol1iss1pp7-17.

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Vocabulary knowledge is a key component for literacy skills as well as the development of communication deemed important for students to succeed in university. Gaining adequate receptive vocabulary knowledge would enhance a university student’s comprehension of academic texts. This descriptive study aims to investigate the receptive vocabulary knowledge among English major university students in Malaysia and Thailand. The sample comprises 80 English major students from Universiti Sultan Zainal Abidin (UniSZA), Malaysia and 86 English major students from Prince Songkla University (PSU), Thailand. A Vocabulary Size Test (VST) adopted from Nation and Beglar was employed to gather the primary data from the respondents about their receptive vocabulary knowledge. The Statistical Package for Social Sciences (SPSS) version 21.0 was used for data analysis. Results showed that, on average, UniSZA students had a higher VST score (44.64%) compared to that of PSU students (20.92%). The higher average score gained by UniSZA students was mainly due to early exposure to formal English education in schools. This study recommends preparing students with explicit academic vocabulary instruction, particularly in the beginning semester of an English programme, to meet the academic and professional needs of English major students in future. Keywords: Receptive vocabulary, productive vocabulary, Vocabulary Size Test (VST), breadth of vocabulary knowledge, depth of vocabulary knowledge.Cite as: Yunus, K., Mohamad, M., & Waelateh, B. (2016). The breadth of receptive vocabulary knowledge among English major university students. Journal of Nusantara Studies, 1(1), 7-17.

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Liu, Shan. "An Experimental Research on the Effects of Types of Glossing on Incidental Vocabulary Acquisition through Reading." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 782. http://dx.doi.org/10.17507/jltr.0804.19.

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A large amount of research has been conducted to delve into the means of improving the rate of incidental vocabulary acquisition through reading, which includes providing glosses or annotations, increasing the reoccurrence of the target words and taking the advantage of dictionaries. But little has been done on the effects of different types of glossing on incidental vocabulary acquisition through reading. The present study has been aimed at finding out whether the three different types of glossing, i.e. glossing in Chinese, glossing in English, and glossing in both Chinese and English, have different effects on enhancing the incidental vocabulary acquisition rate through reading. From the data analysis of the present study, it has been found that in terms of enhancing the depth of vocabulary knowledge in incidental vocabulary learning through reading, glossing in both Chinese and English is the most effective glossing type, whether it be in the immediate retention testing section or the delayed retention testing section. In terms of enhancing the breadth of vocabulary knowledge, glossing in Chinese is the most effective one in the immediate retention of the breadth of word knowledge, and glossing in both Chinese and English is the most effective in the delayed retention of the breadth of word knowledge. On the basis of these findings, implications and suggestions for the arena of foreign language teaching and other related fields have been proposed.

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Akhter, Shamim, Behzad Anwar, and Abrar Hussain Qureshi. "Breadth of EFL Vocabulary Building at Secondary Level in Pakistan: A Corpus-based Perspective." Global Regional Review IV, no. IV (December 30, 2019): 105–12. http://dx.doi.org/10.31703/grr.2019(iv-iv).12.

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Vocabulary learning is one of the challenging tasks in a foreign language classroom. In order to make this process motivating and friendly, one of the useful techniques is to unburden the teacher and to provide the learners with maximum autonomy. Graves (2007) asserts that EFL learners should have the vocabulary size of approximately 3,000 to 6,000 English words. The undertaken study is an attempt in this regard to determine the breadth of the EFL vocabulary at secondary level. A corpus of Pakistani English has been compiled in this regard. In order to process data, Wordsmith Tools, a statistical method for analyzing corpus data, has been used to retrieve the frequency list. Afterwards, the results have been analysed with SPSS. The findings establish the fact that the determining the breadth of vocabulary with the help of corpus is very significant in developing EFL vocabulary at secondary level.

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Zhang, X., and X. Lu. "A Longitudinal Study of Receptive Vocabulary Breadth Knowledge Growth and Vocabulary Fluency Development." Applied Linguistics 35, no. 3 (July 16, 2013): 283–304. http://dx.doi.org/10.1093/applin/amt014.

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ZHANG, XIAN, and XIAOFEI LU. "The Relationship Between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge." Modern Language Journal 99, no. 4 (December 2015): 740–53. http://dx.doi.org/10.1111/modl.12277.

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Janebi Enayat, Mostafa, and Esmat Babaii. "Reliable predictors of reduced redundancy test performance: The interaction between lexical bonds and test takers’ depth and breadth of vocabulary knowledge." Language Testing 35, no. 1 (January 4, 2017): 121–44. http://dx.doi.org/10.1177/0265532216683223.

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The present study intended to investigate whether test takers’ breadth and depth of vocabulary knowledge can contribute to their efficient use of lexical bonds while restoring damaged texts in reduced redundancy tests. Moreover, the moderating role of general language proficiency was investigated in this interaction. In so doing, Vocabulary Levels Test (VLT), Word Associates Test (WAT), and a series of C-tests with high and low lexical bonds were administered to two groups of 85 upper-intermediate and 50 lower-intermediate EFL learners. Results of multiple regression analyses indicated the following: (a) breadth and depth of vocabulary knowledge played dissimilar roles for test takers with different levels of language proficiency; (b) depth of vocabulary knowledge was a better predictor for high-bond texts; and (c) test takers with higher levels of language proficiency made more efficient use of lexical bonds as contextual cues. The findings point to the necessity of improving learners’ depth of vocabulary knowledge, especially at lower levels of language proficiency where vocabulary knowledge is mostly a matter of size rather than quality.

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Wesche, Marjorie, and T. Sima Paribakht. "Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth." Canadian Modern Language Review 53, no. 1 (October 1996): 13–40. http://dx.doi.org/10.3138/cmlr.53.1.13.

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Golaghaei, Nassim. "Vocabulary Breadth and Field Dependence/Independence Cognitive Styles." Advances in Language and Literary Studies 2, no. 2 (July 1, 2011): 156–70. http://dx.doi.org/10.7575/aiac.alls.v.2n.2p.156.

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Rahimi, Assoc Prof Dr Ali, and Samira Mouri. "The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 210–17. http://dx.doi.org/10.18844/gjflt.v6i4.1673.

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This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.

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Haest, Ilse, and Anne Vermeer. "Brede en Diepe Woordkennis, Vaktaal en Tekstbegrip." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 45–58. http://dx.doi.org/10.1075/ttwia.74.05hae.

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In this article various aspects of word knowledge and their relations to the text comprehension skills have been investigated for 197 monolingual and bilingual children in grade 5. All children performed three different vocabulary tasks, measuring breadth (quantitative knowledge: 'how many words do they know?'), depth (qualitative knowledge: 'how well do they know (paradigmatic and decontextualized, syntagmatic) relationships between words?'), and words used in school texts (scientific jargon: 'do they know the science-specific meaning of words?'). Besides this, a text comprehension task was administered investigate the relative importance of these different aspects of word knowledge to text comprehension. The analyses showed that bilingual children performed significantly lower on all tasks as compared to their monolingual peers. The highest differences were found on breadth of vocabulary, the lowest on the depth task. Besides this, the breadth task showed the highest correlations with text comprehension, and the depth task the lowest. These conclusions hold for both monolinguals and bilinguals. Finally, a (stepwise) multiple regression analysis revealed that the breadth task explained 38% of the variance of the scores on the text comprehension task. The depth task adjusts to that only 2%. Analyses for monolingual and bilingual children separately yielded comparable outcomes. From this, we conclude that for both monolingual and bilingual children text comprehension is determined by breadth of vocabulary.

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VERMEER, ANNE. "Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input." Applied Psycholinguistics 22, no. 2 (June 2001): 217–34. http://dx.doi.org/10.1017/s0142716401002041.

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Two empirical studies set out to explore the relation between breadth and depth of word knowledge and to link these concepts with language acquisition and frequency of language input. In the first study, the breadth and depth of word knowledge of 50 Dutch monolingual and bilingual kindergartners were investigated using receptive vocabulary, description, and association tasks. The second study examined the relation between the probability of knowing a word and the input frequency of that word in 1,600 Dutch monolingual and bilingual 4- and 7-year-olds. These studies found that there was no conceptual distinction between breadth and depth of vocabulary, and that breadth and depth were affected by the same factors for both monolingual and bilingual speakers. Very high correlations were found between monolingual and bilingual speakers with respect to the probability of knowing a word, which was strongly related to the input frequency in primary education.

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Verhallen-van Ling, Marianne, Leyla Özdemir, Evrim Yüksef, and Rob Schoonen. "Woordkennis Van Turkse Kinderen in de Bovenbouw Van Het Basisonderwijs." Toegepaste Taalwetenschap in Artikelen 61 (January 1, 1999): 21–33. http://dx.doi.org/10.1075/ttwia.61.03ver.

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In this study the breadth and depth of lexical knowledge in bilingual Turkish students in the Netherlands is compared to this knowledge in monolingual peers in Turkey. The Dutch students also performed a Dutch test on deep lexical knowledge, i.e. the Word Association Task (WAT). The results show that the bilingual children lag behind their peers in Turkey in both breadth (Peabody Picture Vocabulary Test) and depth (WAT) of lexical knowledge. Differences in deep lexical knowledge are relatively small compared to the differences in breadth of lexical knowledge. Furthermore, it turns out that the bilingual children's performance on the Dutch WAT is better than on the Turkish WAT. These findings are discussed in the context of transfer of lexical knowledge and the need for adequate vocabulary instruction to (bilingual) children.

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Behforouz, Behnam, and Anca Daniela Frumuselu. "The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth." Journal of Language and Education 7, no. 2 (June 30, 2021): 107–23. http://dx.doi.org/10.17323/jle.2021.11469.

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Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge.

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Dakhi, Saniago, and Tira Nur Fitria. "The Principles and the Teaching of English Vocabulary: A Review." JET (Journal of English Teaching) 5, no. 1 (February 28, 2019): 15. http://dx.doi.org/10.33541/jet.v5i1.956.

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The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with student’s vocabulary mastery. Keywords: vocabulary teaching; principles; vocabulary importance; breadth and depth

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Wang, Xiaoying, and Dan Zhang. "A Study on the Influence of Computer Corpus Software on College Students' English Vocabulary Learning." International Journal of Emerging Technologies in Learning (iJET) 12, no. 08 (August 1, 2017): 27. http://dx.doi.org/10.3991/ijet.v12i08.7137.

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English vocabulary and lexical collocation and use are the basic manifestations of college students' English proficiency and ability. This paper puts forward the application of computer corpus software to the college vocabulary teaching. Through the definition of probability, application prospect and theoretical explanation, this paper expatiates on the process of computer corpus serving college English vocabulary teaching. With English national corpus (BNC) as the software basis, we conducted an empirical research on vocabulary teaching. Finally, the differences between computer corpus teaching and traditional vocabulary teaching are analyzed and discussed through experimental comparison. The experimental results show that the computer corpus based collage English vocabulary practice is of larger breadth, deeper depth and higher initiative in vocabulary learning.

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Pellicer-Sánchez, Ana. "Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012)." Language Teaching 52, no. 4 (November 29, 2018): 512–23. http://dx.doi.org/10.1017/s026144481800037x.

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There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on vocabulary learning and teaching and provides suggestions for important replication studies in the area. In particular, this paper calls for the replication of the studies by Schmitt (1998) and Webb & Chang (2012). Unlike most studies on vocabulary learning and teaching, these two follow a longitudinal approach and study vocabulary growth from two main perspectives, i.e. the development of vocabulary depth and vocabulary breadth. The approximate replications suggested here would constitute an important contribution to the field of vocabulary learning and teaching.

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KARLSEN, JANNICKE, SOLVEIG-ALMA HALAAS LYSTER, and ARNE LERVÅG. "Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition." Journal of Child Language 44, no. 2 (March 8, 2016): 402–26. http://dx.doi.org/10.1017/s0305000916000106.

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AbstractThis study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the home, maternal education, and previous L1 and L2 vocabulary on the development of L2 vocabulary breadth and depth were investigated. The results indicate that despite the weaker vocabulary skills of the L2 sample, the growth trajectories of the L2 learners and the monolingual comparison group did not differ. For the L2 learners, we identified both concurrent and longitudinal predictors of vocabulary: the number of books in the home and the time of introduction of the L2 predicted concurrent vocabulary. L1 vocabulary, number of books in the home, and the time of introduction of the L2 predicted vocabulary growth.

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Wang, Ling. "Investigation of the Present Situation of Intelligent APP in College Students’ Vocabulary Learning." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 764. http://dx.doi.org/10.17507/jltr.1105.11.

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This research adopts the method of literature survey method, investigation method and interview method, etc. Through literature research method, this thesis combs and summarizes the research of mobile vocabulary learning at home and abroad. Based on the multimodal discourse theory and the second language acquisition theory, the author investigates the learning attitude, habits and strategies on vocabulary of college students and collects their opinions on learning words by using Bai Ci Zhan App through questionnaire method. And the author investigates the current situation and existing problems of using mobile Apps to study vocabulary. Intelligent App application in college English vocabulary learning can effectively enlarge students' vocabulary breadth and depth and motivate their interest in English learning.

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Tahmasebi, Gholam-Ali, Mehdi Ghaedrahmat, and Hamidreza Haghverdi. "The relationship between language proficiency and Iranian EFL learners' knowledge of vocabulary depth versus vocabulary breadth." Latin American Journal of Content and Language Integrated Learning 6, no. 2 (October 31, 2013): 96–111. http://dx.doi.org/10.5294/laclil.2013.6.2.5.

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Coyne, Michael D., D. Betsy McCoach, Susan Loftus, Richard Zipoli Jr., and Sharon Kapp. "Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth." Elementary School Journal 110, no. 1 (September 2009): 1–18. http://dx.doi.org/10.1086/598840.

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Mirghasempoor Ahmadi, Seyyed Rasool. "The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 1–17. http://dx.doi.org/10.5750/bjll.v10i0.1270.

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Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation of participants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability. Participants divided into three experimental groups randomly: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the period between the pre- and post-test, but, there was a significant difference between the effects of incidental vocabulary learning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, there was a significant difference between the effects of the form-focused and meaning-focused task.

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Mirghasempoor Ahmadi, Seyyed Rasool. "The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge." World Journal of English Language 7, no. 1 (March 31, 2017): 50. http://dx.doi.org/10.5430/wjel.v7n1p50.

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Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

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Al-Khasawneh, Fadi. "The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners." Journal of Language and Education 5, no. 3 (September 30, 2019): 24–34. http://dx.doi.org/10.17323/jle.2019.8822.

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Vocabulary knowledge is the building block of learning a second language and the degree of success for learning any language depends on the amount of vocabulary a learner possesses. Vocabulary knowledge contributes to mastering language skills (reading, listening, writing, and speaking). Therefore, the present study aims at determining the role of vocabulary size in reading comprehension among Saudi EFL learners. The participants of this study included 64 male students who studied at the first level in the academic year 2018/2019 at King Khalid University. Both the Vocabulary Size Test developed by (Schmitt et al.) and reading comprehension test taken from the TOEFL preparation manual were used to collect the necessary data for the study. The results of the study revealed that the overall vocabulary size of Saudi EFL learners was 2025 word families. This amount helps students to comprehend 90% of written texts as pointed out by many researchers in this field. The results also showed a significant relationship between vocabulary size and reading comprehension. Vocabulary knowledge is an important predictor for comprehending written texts. The study provides some implications for educational stakeholders such as putting more emphasis on teaching vocabulary and using different teaching strategies that assist in the acquisition of vocabulary in general and academic vocabulary in particular. Keywords: vocabulary knowledge; vocabulary depth; vocabulary breadth; reading comprehension; Saudi EFL learners.

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Lee, Dianne Mei Cheong, and Swee Ai Teoh. "Mixed methods in developmental research." Social and Management Research Journal 10, no. 2 (December 2, 2013): 91. http://dx.doi.org/10.24191/smrj.v10i2.5229.

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Developmental research is widely used in instructional development which tends to use different data collection methods. The research questions of an instructional development study can be looked at from different angles andusing different methods to approach its research questions. This paper presents an analysis of a developmental research study by Ma (2012), which comprised eleven research questions. Ma sstudy developed from Phase One: identifying the target group scurrent vocabulary learning strategies and vocabulary level, to Phase Two: identifying the characteristics of a vocabulary learning system, to Phase Three: designing a vocabulary learning modulefor Chinese EFL learners. Ma used a mixture of qualitative and quantitative methods to give the depth and breadth to the development of her instructional module. Ma's study is distinctively a developmental research employing a mixed methods approach.

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Hersh, William R. "Evaluation of Meta-1 for a Concept-based Approach to the Automated Indexing and Retrieval of Bibliographic and Full-text Databases." Medical Decision Making 11, no. 4_suppl (December 1991): S120—S124. http://dx.doi.org/10.1177/0272989x9101104s23.

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SAPHIRE is a concept-based approach to information retrieval in the biomedical domain. Indexing and retrieval are based on a concept-matching algorithm that processes free text to identify concepts and map them to their canonical form. This process requires a large vocabulary containing a breadth of medical concepts and a diversity of synonym forms, which is provided by the Meta-1 vocabulary from the Unified Medical Language System Project of the National Library of Medicine. This paper describes the use of Meta-1 in SAPHIRE and an evaluation of both entities in the context of an information retrieval study.

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Duff, Dawna. "Has Vocabulary Intervention Had an Effect? A Valid, Reliable, and (Fairly) Quick Outcome Measure for Semantic Knowledge." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 506–17. http://dx.doi.org/10.1044/2019_lshss-voia-18-0134.

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Purpose Vocabulary intervention should be guided by information from outcome measures that demonstrate whether the student has grown in depth or breadth of understanding of the taught words. However, there is a paucity of tools, to measure depth of vocabulary knowledge, that are available for clinical use. Method The challenges of vocabulary measurement are summarized. A procedure to assess semantic knowledge of specific words, both before and after treatment, is outlined: 5 yes/no questions that use the target word in different contexts ( Stallman et al., 1995 ), and definitions, scored on a 5-point scale ( Duff, 2019 ). These combined measures evaluate word knowledge along a wide continuum of semantic knowledge. Results Evidence for the validity and reliability of these measures, as well as sensitivity to treatment effects, is reviewed, and implementation resources are provided for clinicians. Conclusion This protocol can be used by clinicians to evaluate the effectiveness of vocabulary treatment by comparing a child's semantic knowledge of specific words before and after treatment.

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Antia, Shirin D., Jennifer A. Catalano, M. Christina Rivera, and Catherine Creamer. "Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning." Journal of Deaf Studies and Deaf Education 26, no. 3 (May 12, 2021): 381–94. http://dx.doi.org/10.1093/deafed/enab002.

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Abstract Two single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children’s vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and explicit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2 examined the effects of the explicit+in-context intervention on five DHH children’s word and definition learning and use of new words in spontaneous communication. A multiple baseline study across participants showed that all children learned the targeted vocabulary, improved expression of definitions, and used target words in spontaneous language. We discuss the value of explicit and in-context instruction on breadth and depth of vocabulary learning.

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김영은. "The Roles of Breadth and Depth of Vocabulary Knowledge in Listening Comprehension." English Language Teaching 20, no. 2 (June 2008): 143–65. http://dx.doi.org/10.17936/pkelt.2008.20.2.007.

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Damhuis, Carmen M. P., Eliane Segers, and Ludo Verhoeven. "Stimulating breadth and depth of vocabulary via repeated storybook readings or tests." School Effectiveness and School Improvement 26, no. 3 (October 7, 2014): 382–96. http://dx.doi.org/10.1080/09243453.2014.965181.

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MILTON, JAMES. "French vocabulary breadth among learners in the British school and university system: comparing knowledge over time." Journal of French Language Studies 18, no. 3 (November 2008): 333–48. http://dx.doi.org/10.1017/s0959269508003487.

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ABSTRACTThis paper investigates the scale of vocabulary learning that appears to be common among British foreign language learners of French up to university graduation. These results are compared with historical data and the knowledge learners possessed in previous generations. This is done by comparing current students' vocabulary knowledge with students who studied more than 20 years ago. These comparisons provide very powerful evidence in support of claims made to the Qualifications and Curriculum Authority of a progressive decline in the knowledge of learners and the standard of school examinations over a period of decades.

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EBERT, KERRY DANAHY, GIANG PHAM, and KATHRYN KOHNERT. "Lexical profiles of bilingual children with primary language impairment." Bilingualism: Language and Cognition 17, no. 4 (March 10, 2014): 766–83. http://dx.doi.org/10.1017/s1366728913000825.

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This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.

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Journal articles on the topic 'Vocabulary breadth'

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