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Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 101–114 ; 2399-9101 (2021)
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Productive collocation knowledge and advanced CEFR-levels in Swedish as a second language: A conceptual replication of Forsberg Lundell, Lindqvist & Edmonds (2018)
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 44–53 ; 2399-9101 (2021)
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Productive Failure in Virtual Language Learning for English
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Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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Concurrent Group-Dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 119-137 (2021)
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The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety
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In: Languages ; Volume 4 ; Issue 1 (2019)
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To What Extent Do L1 Speakers and L2 Learners Have Productive Derivational Knowledge
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In: Electronic Thesis and Dissertation Repository (2019)
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| 8 |
An Investigation into the Developmental Patterns of Lexical Collocation among Iranian EFL Learners
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In: Applied Linguistics Research Journal, Vol 3, Iss 2, Pp 48-69 (2019) (2019)
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Improving academic literacy by teaching collocations
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In: Stellenbosch Papers in Linguistics; Vol 47 (2017); 153-179 ; 2223-9936 ; 1027-3417 (2017)
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| 10 |
The Relationship between Receptive and Productive Vocabulary Size in an English as a Foreign Language Context
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Wang, Xuan. - : The University of Sydney, 2017. : Faculty of Arts and Social Sciences, 2017
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| 11 |
The Relationship between Receptive and Productive Affix Knowledge and Vocabulary Size in an EFL Context
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Sukying, Apisak. - : The University of Sydney, 2017. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2017
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| 12 |
Measuring Productive Depth of Vocabulary Knowledge of the Most Frequent Words
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In: Electronic Thesis and Dissertation Repository (2017)
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Abstract:
Productive depth of vocabulary knowledge (PDVK) is associated with writing and speaking skills (Laufer & Goldstein, 2004). These skills are essential for English for Academic Purposes (EAP) students, who have difficulties with expressing themselves in oral presentations or written assignments (Evans & Green, 2007). As a result, diagnostic measurement of PDVK is of vital importance, especially in regard to the most frequent 1,000 word families because these word families cover 81% of written text and 85% of spoken text (Nation, 2006). Depth of vocabulary knowledge has been investigated and measured in various studies (see Chen & Truscatt, 2010; Pigada & Schmitt, 2006; Schmitt & Meara, 1997; Schmitt, 1998, 1999; Webb, 2005, 2007a, 2007b, 2007c, 2009a, 2009b) leading to successful multi-dimensional batteries of tests for its measurement. However, no study, to date, has productively measured the depth (and strength) of knowledge of the most frequent words. Nation’s (2013) conception of vocabulary knowledge—the proposition that vocabulary knowledge has three main aspects of Form, Meaning, and Use—structured the current study. Considering that the development of a test battery to measure all aspects of vocabulary knowledge outlined by Nation (2013) was impractical (Ishii & Schmitt, 2009), the current Ph.D. project focused on four aspects of vocabulary knowledge: (a) word parts, (b) associations, (c) collocations, and (d) form and meaning. The study measured 46 Iranian university EAP students’ productive vocabulary knowledge of the words at the 1,000 word frequency level. One productive test of word parts, two productive tests of semantic associations (synonym & antonym, and superordination & subordination tests), one productive test of collocation, and four corresponding productive tests of form-meaning connection for the aforementioned tests were developed for the present research. The results showed that while the participants had a strong performance on form-meaning connection and superordination and subordination, their knowledge of collocations was considerably lower. The results also showed that the participants’ performance on synonymy and antonymy, on association as a general term (synonym and antonym, superordination and subordination, and collocation altogether), and on word parts was not as strong as expected and was considerably lower than the maximum possible performance. Together the findings indicate that while Iranian university students had the productive Meaning knowledge of the words at 1,000 level, they did not seem to have extensive Form knowledge of the same words, and their Use knowledge was limited. This assists in diagnosing areas of weakness and the degree to which instructional emphasis on high frequency words might improve their knowledge.
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Keyword:
Depth of Vocabulary Knowledge; Measuring Productive Vocabulary Knowledge; Most Frequent Words; Productive Vocabulary Assessment; Productive Vocabulary Knowledge; Vocabulary Knowledge
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=6336&context=etd
https://ir.lib.uwo.ca/etd/4894
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L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde
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| 14 |
Improving academic literacy by teaching collocations
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In: Stellenbosch Papers in Linguistics, Vol 47, Iss 0, Pp 153-179 (2017) (2017)
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| 15 |
Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language
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In: Stellenbosch Papers in Linguistics; Vol 46 (2016); 99-119 ; 2223-9936 ; 1027-3417 (2016)
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First-year university students’ receptive and productive use of academic vocabulary
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In: Stellenbosch Papers in Linguistics; Vol 45 (2016); 169-187 ; 2223-9936 ; 1027-3417 (2016)
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First-year university students’ receptive and productive use of academic vocabulary
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In: Stellenbosch Papers in Linguistics, Vol 45, Iss 0, Pp 169-187 (2016) (2016)
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| 18 |
Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language
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In: Stellenbosch Papers in Linguistics, Vol 46, Iss 0, Pp 99-119 (2016) (2016)
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The relationship between receptive and productive vocabulary of Slavic EFL learners
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In: Topics in Linguistics, Vol 17, Iss 2, Pp 26-40 (2016) (2016)
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Collocational competence of primary and secondary school students
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In: ExELL (Explorations in English Language and Linguistics), Vol 3, Iss 1, Pp 8-25 (2015) (2015)
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