Depth and Breadth of Vocabulary Knowledge: Which Really Matters in Reading Comprehension of Iranian EFL Learners?

Moinzadeh, Ahmad; Moslehpour, Roghaieh

doi:10.4304/jltr.3.5.1015-1026

Cited by 18 publications

(22 citation statements)

References 39 publications

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“…The results are also in line with a host of other studies on the role of breadth and depth dimensions of vocabulary in reading comprehension (e.g., Moinzadeh & Moslehpour, 2012;Qian, 1999;Rashidi & Khosravi, 2010). Additionally, lexical inferencing success which is an important process in receptive skills of listening and reading (Parel, 2004), was found to be closely associated with performance on these two aspects of vocabulary knowledge (e.g.…”

Section: Discussionsupporting

confidence: 90%

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

Baleghizadeh

Payam

2016

IJ21CE

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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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Section: Discussionsupporting

confidence: 90%

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

Baleghizadeh

Payam

2016

IJ21CE

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“…The question of depth and breadth of vocabulary is also important. Evidence suggests that breadth of vocabulary is more important than depth of vocabulary in the reading comprehension process (Moinzadeh & Moslehpour, 2012). Although, a similar study by Kang et al (2012) reported contrasting results.…”

Section: Introductionmentioning

confidence: 94%

Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners

Taj

Ali

Sipra

et al. 2017

Int. J. Appl. Linguist. Engl. Lit.

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The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.

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“…Breadth of vocabulary refers to “the number of words whose meaning has at least some superficial knowledge” ( Qian, 2002 ). Many studies have shown a positive relationship between receptive vocabulary knowledge and reading comprehension ( Qian, 1999 , 2002 ; Farvardin and Koosha, 2011 ; Moinzadeh and Moslehpour, 2012 ; Yunus et al, 2016 ). Moreover, a large size of receptive vocabulary may help learners to retain more words in the long-term ( Webb, 2007 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The Evidence of Different Learning Environment Learning Effects on Vocabulary Size and Reading Comprehension

Dong

et al. 2018

Front. Psychol.

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The nature of the effect of learning environments’ language setting on second language receptive vocabulary acquisition in both adolescent receptive vocabulary acquisition and reading comprehension performance was explored in a continuous 10-month longitudinal study. The current study divided 170 adolescents into four groups. Their reading comprehension ability and receptive vocabulary size were each measured in two different periods. The results showed that single Chinese instructional learning and single English instructional learning contributed more to students’ receptive vocabulary size than bilingual instructional language materials. The results imply that the immersion hypothesis has more positive impact on improving second language receptive vocabulary size acquisition and reading comprehension performance than the depth of processing hypothesis.

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Depth and Breadth of Vocabulary Knowledge: Which Really Matters in Reading Comprehension of Iranian EFL Learners?

Cited by 18 publications

References 39 publications

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

Investigating the Relationship Between Depth and Breadth of Vocabulary Knowledge and Listening Comprehension Across Different Proficiency Levels Among Iranian Efl Learners

Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners

The Evidence of Different Learning Environment Learning Effects on Vocabulary Size and Reading Comprehension

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