The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension

Afshari, Sajad; Tavakoli, Mansoor

doi:10.5861/ijrsll.2016.1438

Cited by 7 publications

(4 citation statements)

References 41 publications

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“…In this sense, it seems that deep word knowledge itself is a broad concept that makes it possible to link the three levels of word representation (Perfetti, 2007) and rapidly access from one to the other (fluency and network organisation dimensions), which helps recognize and decode words more quickly and easily (Dujardin et al, 2021). That is, the vocabulary depth reflects how well words are organised in the mental lexicon (Afshari & Tavakoli, 2016). As a result, we agree with Ouellette and Shaw (2014) in that integrity and organisation of the lexical-semantic system is a critical factor in word reading and writing, as it shows the importance of semantic network cohesiveness in reading (Nation & Snowling, 2004) and, according to the lexical quality hypothesis (Perfetti, 2007), the results of the present study seem to reflect the role of mutually integrated and connected representations in efficient reading.…”

Section: Discussionmentioning

confidence: 99%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

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The aim of this study is to explore the predictive value of vocabulary breadth and depth together with the classical variables of phonological awareness, naming speed and alphabetic knowledge in explaining progress in the initial learning of reading and writing in a sample of 162 students in the 3rd year of kindergarten. Early detection of risks in learning to read is essential to be able to intervene proactively if signs of dyslexia are found. The study of skills that predict successful literacy acquisition may be useful to identify risk indicators of learning disabilities in reading and writing in early childhood education. The results found confirm the contribution of classical variables and reveal that especially vocabulary depth seems to be a good predictor of success in early literacy performance. The educational implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

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“…Moreover, studies on listening comprehension of Chinese EFL learners (Teng, 2014) indicated that both vocabulary breadth and depth significantly predicted listening comprehension. However, study by Afshari and Tavakoli (2017) on Iranian EFL learners showed that vocabulary size was a better predictor of listening comprehension. As for speaking performance, Milton (2013) suggests that the relationship between vocabulary knowledge and L2 speaking performance has been understudied.…”

Section: Research On Vocabulary Knowledgementioning

confidence: 92%

Measuring Indonesian EFL Learners’ English Vocabulary Knowledge: A Rasch Analysis Approach

Kamil¹

2021

EJPP

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This study sought to, first, measure Indonesian EFL learners’ vocabulary knowledge across four modalities, i.e. Active Recall, Passive Recall, Active Recognition, and Passive Recognition; second, determine whether or not there were statistically significant differences between male and female participants’ vocabulary knowledge and third, determine whether or not the participants’ vocabulary knowledge across the four modalities were correlated. Data were collected by administering four sets of vocabulary tests to 71 EFL learners at an English Department of a higher education institution in Indonesia. Data were analyzed using Rasch analysis and Spearman's-Rho correlation technique. The results showed that the participants performed better on the recognition tests than on recall tests. No statistically significant difference was found between male female participants’ vocabulary knowledge. Moderate and strong correlations were found among the participants’ Passive Recall and Active Recognition, Passive Recall and Passive Recognition, and Active Recognition and Passive Recognition.

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“…Some researchers (Afshari and Tavakoli, 2017;Alsager and Milton, 2016) considered measuring breadth to have a limited value because it ignores the fact that words can be known to a greater or lesser extent. However, too little is known about the relationship between these various aspects of word knowledge to justify such a qualification.…”

Section: Statement Of the Problemmentioning

confidence: 99%

An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

Qunayeer

2021

ALLS

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The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

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The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension

Cited by 7 publications

References 41 publications

Vocabulary depth as preliteracy skill

Vocabulary depth as preliteracy skill

Measuring Indonesian EFL Learners’ English Vocabulary Knowledge: A Rasch Analysis Approach

An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

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