Vocabulary in high-school EFL textbooks: Texts and learner knowledge

Sun, Yingwei; Dang, Thi Ngoc Yen

doi:10.1016/j.system.2020.102279

Cited by 45 publications

(82 citation statements)

References 34 publications

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“…This different is probably because Nguyen did not report the scores of individual students, which makes it unclear about the proportion of learners mastering each level of the test. The finding of the present study is also consistent with the findings of previous studies with EFL learners in Denmark (Henriksen & Danelund, 2015;Staehr, 2008), Spain (Olmos, 2009), Indonesia (Nurweni & Read, 1999), Taiwan , and China (Matthews & Cheng, 2015;Sun & Dang, 2020).…”

Section: Discussionsupporting

confidence: 93%

“…For this reasons, previous research on EFL learners' vocabulary knowledge usually measured learners' knowledge of form and meaning relationship. Research with EFL learners in Denmark (Henriksen & Danelund, 2015;Staehr, 2008), Spain (Olmos, 2009), Indonesia (Nurweni & Read, 1999), Taiwan , and China (Sun & Dang, 2020) has consistently shown that the majority of these learners have insufficient knowledge of the most frequent 2,000 words after a long period of formal English instruction.…”

Section: Efl Learners' Knowledge Of Highfrequency Wordsmentioning

confidence: 99%

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Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words

Dang¹

2020

JFS

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The receptive knowledge of 442 non-English major university students in a General English program in Vietnam was measured with Webb, Sasao, and Ballance’s (2017) New Vocabulary Levels Test. It was found that despite 10 years of formal English language instruction, nearly half of the participants had not mastered the most frequent 1,000 words and more than 90% had not mastered the most frequent 2,000 words. The study calls for more attention to high-frequency words in English language instruction in Vietnamese EFL context.

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Section: Discussionsupporting

confidence: 93%

Section: Efl Learners' Knowledge Of Highfrequency Wordsmentioning

confidence: 99%

Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words

Dang¹

2020

JFS

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“…Thus, it is important to make sure that students will be able to learn frequent vocabulary in their learning. As argued by Sun and Dang (2020), if learners have excellent coverage of high-frequency words, it would recognize a considerable percentage of words in various kinds of discourses (e.g., movies, television programs, newspapers, and general conversation) and improve their comprehension quickly. Also, Clark and Ishida (2005) have argued that it is important to pay attention to high-frequency words, and people cannot learn any random 5.000 words.…”

Section: Resultsmentioning

confidence: 99%

“…Students who have not yet mastered the most frequent 3.000 can learn the words from graded readers. After they have mastered the words, they can take advantage of English language television programs for their vocabulary input (Sun & Dang, 2020). Feng and Webb's (2020) research has revealed that extensive viewing might positively result in vocabulary growth.…”

Section: Resultsmentioning

confidence: 99%

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Siregar

2020

Lingua Cultura

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The research aimed to know to what extent Indonesian English for Academic Purposes (EAP) students master high and midfrequency words (4.000-5.000). Besides, it aimed to know the vocabulary size of Indonesian EAP students. To fill the gap, the research examined 128 Indonesian EAP students from two private universities in Indonesia. To gather its data, the research employed the Vocabulary Level Test of Webb, Sasao, & Ballance, and the Vocabulary Size Test of Nation and Beglar. The research findings indicate that the participants have not yet mastered the high-frequency words and the mid frequency words from 4.000-5.000 word-families. The finding also reveals that the mean scores of the students’ vocabulary range between 6.000 and 10.000. It implies that the previous learning of the participants has not yet facilitated them to learn important vocabulary from 1.000 to 5.000 word-families. Thus, although they have a big vocabulary size, they might face problems when trying to understand some texts. The research findings are expected to increase English teachers’ awareness in general and EAP teachers’ awareness specifically of the importance of facilitating their students to learn high-frequency words.

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“…The test has been widely accepted and used by researchers in different contexts (e.g. Dang, 2020;Durbahn et al, 2020;Sun & Dang, 2020).…”

Section: Instrumentsmentioning

confidence: 99%

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

Hartono¹,

Prima²

2021

Indonesian J. Appl. Linguist.

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While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

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Vocabulary in high-school EFL textbooks: Texts and learner knowledge

Cited by 45 publications

References 34 publications

Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words

Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

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