Vocabulary growth of the advanced EFL learner

Öztürk, Meral

doi:10.1080/09571736.2012.708053

Cited by 33 publications

(12 citation statements)

References 27 publications

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“…Laufer, 1998;Zhong & Hirsh, 2009) after a period of instruction. At the same time, the results at this level confirm Ozturk's (2012) study in which she reports on the absence of significant receptive vocabulary growth of the Turkish students after three years of instruction. Ozturk (2012) raises two reasonable possibilities for the lack of a significant difference in receptive scores: (1) either three years of instruction did not lead to sizeable gains since the participants in that study were 'advanced learners with most of the high-frequency vocabulary already in their stock'; or (2) the receptive vocabulary gains were not obtained in the data as these students were exposed to www.ccsenet.org/elt English Language Teaching Vol.…”

Section: Research Question 1: To What Extent Do the Receptive And Prosupporting

confidence: 79%

“…Moreover, the results also indicate that the growth of receptive vocabulary is more rapid than that of productive vocabulary, and that the gap between the two dimensions of vocabulary knowledge becomes smaller over time (Laufer, 1998;Laufer & Paribakht, 1998;Zhong & Hirsh, 2009;Ozturk, 2012). Extending this comparison between receptive and productive vocabulary growth to another group of EFL students will contribute to greater insight into the relationship between the two.…”

Section: Introductionmentioning

confidence: 99%

“…This gives rough estimates of their receptive and productive vocabulary knowledge. The size of the learners' vocabulary knowledge is given in word families, although in the studies marked with an asterisk (see Ozturk, 2012;Danilovic & Grujic, 2014;Zhong & Hirsh, 2009), the authors did not provide the total vocabulary size of the participants in terms of reception and production -either in order to serve the purpose of their studies (personal communication) or because of the 'lack of a reliable means of making the calculation' (Zhong & Hirsh, 2009). Instead, vocabulary frequency profile measures (or mean values for each measured frequency band) were distributed.…”

Section: Research On Vocabulary Size and Text Coverage Among Efl And mentioning

confidence: 99%

“…The studies conducted by Ozturk (2012) and Danilovic and Grujic (2014), where learners were also tested at the 10 000 word band as well as for AWL and UWL, were not included in their studies, since the 10 000 band and AWL and UWL are not included in the formula suggested by Laufer and Ravenhorst-Kalovski (2010). At the same time, it is too speculative beyond the 5.000 word band, therefore I decided not to include the data from them in the calculations given below (Table 1).…”

Section: Research On Vocabulary Size and Text Coverage Among Efl And mentioning

confidence: 99%

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Exploring the Relationship between Receptive and Productive Vocabulary Sizes and their Increased Use by Azerbaijani English Majors

Hajiyeva¹

2015

ELT

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This article reports on the results of two studies on receptive and productive vocabulary knowledge of first-year English majors in an English-medium degree programme. The aim of the study is to answer these research questions: (1) to what extent do the receptive and productive vocabulary sizes of English majors increase after a year of instruction; (2) what is the ratio between the increases in receptive and productive knowledge; (3) do English majors achieve the expected threshold vocabulary size of 4.000-5.000 word families, after a year of instruction, that will enable them to follow lectures in English? In order to gauge students' receptive and productive vocabulary knowledge, participants in this study -159 first-year English majors -were given two vocabulary tests at the beginning of their first and second years of study: the Vocabulary Levels Test and the Productive Vocabulary Levels Test. The results indicate that: (1) learners' receptive vocabulary did not expand, whereas their productive vocabulary increased by 21 per cent; (2) their overall receptive vocabulary knowledge was larger than their productive knowledge and the gap between the two narrows after one year; (3) despite having received instruction, after a year, learners still lack the vocabulary threshold to meet their academic needs. Based on these results, the study reflects on the relationship between the content of the teaching materials used in class and the students' vocabulary knowledge. Recommendations aimed at informing teachers about the appropriate steps to take to approach language proficiency teaching are also discussed.

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Section: Research Question 1: To What Extent Do the Receptive And Prosupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Research On Vocabulary Size and Text Coverage Among Efl And mentioning

confidence: 99%

Section: Research On Vocabulary Size and Text Coverage Among Efl And mentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Relationship between Receptive and Productive Vocabulary Sizes and their Increased Use by Azerbaijani English Majors

Hajiyeva¹

2015

ELT

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show abstract

“…Alonso and Garcia (2014) reported this score to be below average, and they recounted that the students could have problems to understand written and spoken discourse in English due to their low scores on the PVLT. Ozturk (2015) examined the receptive and productive vocabulary growth of advanced EFL learners participating in a cross sectional and longitudinal study. Implications of the study indicate that students'…”

Section: Studies On Vocabulary Sizementioning

confidence: 99%