A Study on Different Dimensions of Vocabulary Knowledge Influencing English Writing Performance
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Vocabulary knowledge is a critical component of L2 development. When L2 learners express their thoughts in writing, they employ various aspects of vocabulary knowledge. This study examines the relationship between different dimensions of vocabulary knowledge (the breadth and depth of vocabulary knowledge, and receptive and productive vocabulary knowledge) and the quality of L2 written performance. For this purpose, 56 university students were recruited and asked to complete four vocabulary tests (Vocabulary Levels Test, Productive Vocabulary Levels Test, Word Associates Test, and Vocabulary Knowledge Scale) and one argumentative essay. Correlations and multiple regressions were used to analyse the collected data. The results indicated that the depth of vocabulary knowledge was significantly correlated with fluency in L2 writing, whereas the breadth of vocabulary knowledge was not. In addition, concerning lexical complexity in L2 writing, the breadth of vocabulary knowledge had a positive relationship with lexical density and sophistication, whereas the depth of vocabulary knowledge was correlated with lexical variation. Furthermore, the productive depth of vocabulary knowledge indicated a greater impact on fluency than did the receptive depth of vocabulary knowledge. Based on the study’s findings, strong implications for instructing English writing are discussed, and suggestions for future research are proposed.
Abstract
Vocabulary knowledge is a critical component of L2 development. When L2 learners express their thoughts in writing, they employ various aspects of vocabulary knowledge. This study examines the relationship between different dimensions of vocabulary knowledge (the breadth and depth of vocabulary knowledge, and receptive and productive vocabulary knowledge) and the quality of L2 written performance. For this purpose, 56 university students were recruited and asked to complete four vocabulary tests (Vocabulary Levels Test, Productive Vocabulary Levels Test, Word Associates Test, and Vocabulary Knowledge Scale) and one argumentative essay. Correlations and multiple regressions were used to analyse the collected data. The results indicated that the depth of vocabulary knowledge was significantly correlated with fluency in L2 writing, whereas the breadth of vocabulary knowledge was not. In addition, concerning lexical complexity in L2 writing, the breadth of vocabulary knowledge had a positive relationship with lexical density and sophistication, whereas the depth of vocabulary knowledge was correlated with lexical variation. Furthermore, the productive depth of vocabulary knowledge indicated a greater impact on fluency than did the receptive depth of vocabulary knowledge. Based on the study’s findings, strong implications for instructing English writing are discussed, and suggestions for future research are proposed.
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