A vocabulary size test

Nation, Paul; Beglar, David

doi:10.26686/wgtn.12552197.v1

Cited by 175 publications

(155 citation statements)

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“…Object Relative The girl was the one that the man fed. Nation and Beglar (2007;see also Beglar, 2009). The original test systematically samples 14 frequency levels established using data from the spoken part of the BNC.…”

Section: Subject Relativementioning

confidence: 92%

Experience, aptitude and individual differences in native language ultimate attainment

Dąbrowska

2018

Cognition

112

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Several recent studies have demonstrated that some native speakers do not fully master some fairly basic grammatical constructions of their language, thus challenging the widely-held assumption that all native speakers converge on the same grammar. This study investigates the extent of individual differences in adult native speakers' knowledge of a range of constructions as well as vocabulary size and collocational knowledge, and explores the relationship between these three aspects of linguistic knowledge and four nonlinguistic predictors: nonverbal IQ, language aptitude, print exposure and education. Individual differences in grammatical attainment were comparable to those observed for vocabulary and collocations; furthermore, performance on tests assessing speakers' knowledge of these three aspects of language was correlated (rs from 0.38 to 0.57). Two of the nonlinguistic measures, print exposure and education, were found to contribute to variance in all three language tests, albeit to different extents. In addition, nonverbal IQ was found to be relevant for grammar and vocabulary, and language aptitude for grammar. These findings are broadly compatible with usage-based models of language and problematic for modular theories.

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Section: Subject Relativementioning

confidence: 92%

Experience, aptitude and individual differences in native language ultimate attainment

Dąbrowska

2018

Cognition

112

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“…According to an in‐house English language proficiency test using CEFR as the underlying test construct, the students’ English proficiency at the time of the experiment was equivalent to CEFR B2+ or to IELTS overall band score of 5.5 (i.e., upper intermediate). In addition to the aforementioned proficiency test, we administered Nation and Beglar's () Vocabulary Size Test (VST), which indicated that these learners had receptive knowledge of at least the 4,000 most frequent word families in English. As all the data in these tests were normally distributed, and t ‐tests for independent samples were run to compare the two groups’ L2 proficiency test scores and their VST scores.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Content Retelling on Vocabulary Uptake From a TED Talk

Nguyen

Boers

2018

TESOL Quarterly

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This study investigates the potential benefits for incidental vocabulary acquisition of implementing a particular sequence of input-outputinput activities. More specifically, learners of English as a foreign language (EFL; n = 32) were asked to watch a TED Talk video, orally sum up its content in English, and then watch the video once more. A comparison group (n = 32) also watched the TED Talk video twice but were not required to sum it up in between. Immediate and delayed posttests showed significantly better word-meaning recall in the former condition. An analysis of the oral summaries showed that it was especially words that learners attempted to use that stood a good chance of being recalled later. These findings are interpreted with reference to Swain's (1995) output hypothesis, Laufer and Hulstijn's (2001) involvement load hypothesis, and Nation and Webb's (2011) technique feature analysis. What makes the text-based output task in this experiment fundamentally different from many previous studies that have investigated the merits of text-based output activities is that it was at no point stipulated for the participants that they should use particular words from the input text. The study also illustrates the potential of TED Talks as a source of authentic audiovisual input in EFL classrooms.

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“…The selection was based on the requirement that at least 10 words could be found in the recording on each of the three frequency-based levels, i.e., the 1,001-2,000 frequency range, the 2,001-3,000 frequency range, and the 3,001-5,000 frequency range, of the BNC (Leech et al, 2001). This decision was based on the findings of Matthews (2018) that each of these three levels had unique contributions to L2 listening performance, and on the practice to include 10 items from each 1,000-word-family level for testing vocabulary size (Nation and Beglar, 2007). Each blank was produced by taking away a single word or a two-to-three-word phrase.…”

Section: Instrumentsmentioning

confidence: 99%

Relating Lexical and Syntactic Knowledge to Academic English Listening: The Importance of Construct Representation

Cai

2020

Front. Psychol.

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This study aims to resolve contradictory conclusions on the relative importance of lexical and syntactic knowledge in second language (L2) listening with evidence from academic English. It was hypothesized that when lexical and syntactic knowledge is measured in auditory receptive tasks contextualized in natural discourse, the measures will be more relevant to L2 listening, so that both lexical and syntactic knowledge will have unique contributions to L2 listening. To test this hypothesis, a quantitative study was designed, in which lexical and syntactic knowledge was measured via partial dictation, an auditory receptive task contextualized in a discourse context. Academic English listening was measured via a retired IELTS listening test. A group of 258 college-level native Chinese learners of English completed these tasks. Pearson correlations showed that both lexical and syntactic measures correlated strongly with English listening (r = 0.77 and r = 0.67 respectively). Hierarchical regression analyses showed that both measures jointly explained 62% of the variance in the listening score and that each measure had its unique contribution. These results demonstrated the importance of considering construct representation substantially and using measures that well reflect constructs in practical research.

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A vocabulary size test

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Cited by 175 publications

References 0 publications

Experience, aptitude and individual differences in native language ultimate attainment

Experience, aptitude and individual differences in native language ultimate attainment

The Effect of Content Retelling on Vocabulary Uptake From a TED Talk

Relating Lexical and Syntactic Knowledge to Academic English Listening: The Importance of Construct Representation

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