본문 바로가기
KERD
논문KCI 등재

The Relationship of Sub-Components of Manifold Dimensions of Vocabulary Depth Knowledge and Academic Reading Comprehension among English as a Foreign Language Learners at Tertiary Level

Ahmad Affendi Shabdin|Md. Kamrul Hasan
범태평양 응용언어학회 (Pan-Pacific association of Applied Linguistics)|2017.07|Journal of Pan-Pacific Association of Applied Linguistics|제21권 제1호|pp. 85-114

0

조회

0

다운로드

1

인용

0

참고문헌

키워드

correlationdepth of vocabulary knowledgemorphological knowledgeacademic reading comprehensionanalytic relations
주제분류언어학

초록

This study makes an attempt to investigate the correlations between manifold aspects, namely both syntagmatic and paradigmatic relations, the four major derivative word forms, which represented morphological knowledge, six dimensions of analytic relations (i.e. component-integral, member-collection, portion-mass, stuff-object, feature-activity, and placearea) of vocabulary depth knowledge and academic reading comprehension among English as a Foreign Language learners at tertiary level. To this end, ninety one students from three departments of Business school and sixty four Engineering students (two departments) took part voluntarily in three depth of vocabulary knowledge tests and one reading comprehension test, which consisted of three reading passages with followed multiple choice questions. Results showed that firstly, analytic relations, which represented depth of vocabulary knowledge was positively and significantly correlated with reading comprehension. In other words, those students who gained more analytical relations (part-whole) knowledge performed better in reading comprehension than students with morphological knowledge and syntagmatic and paradigmatic relations, which represented depth of vocabulary knowledge. Secondly, students who had more paradigmatic (synonyms) relation knowledge performed better in reading comprehension than those who had syntagmatic relation (collocations), one of the two subtests of vocabulary depth knowledge test. Thirdly, the four major derivational word forms, i.e. noun, verb, adjective, and adverb were positively and either strongly or moderately correlated with dependent variable, academic reading comprehension. Fourthly, except one aspect of analytic relations, i.e. stuff-object analytic relations aspect, the rest of other five dimensions of analytic relations, namely component-integral, portionmass, member-collection, place-area, and feature-activity analytic relations facets were positively and either strongly or moderately correlated with dependent variable, academic reading comprehension.

Abstract

This study makes an attempt to investigate the correlations between manifold aspects, namely both syntagmatic and paradigmatic relations, the four major derivative word forms, which represented morphological knowledge, six dimensions of analytic relations (i.e. component-integral, member-collection, portion-mass, stuff-object, feature-activity, and placearea) of vocabulary depth knowledge and academic reading comprehension among English as a Foreign Language learners at tertiary level. To this end, ninety one students from three departments of Business school and sixty four Engineering students (two departments) took part voluntarily in three depth of vocabulary knowledge tests and one reading comprehension test, which consisted of three reading passages with followed multiple choice questions. Results showed that firstly, analytic relations, which represented depth of vocabulary knowledge was positively and significantly correlated with reading comprehension. In other words, those students who gained more analytical relations (part-whole) knowledge performed better in reading comprehension than students with morphological knowledge and syntagmatic and paradigmatic relations, which represented depth of vocabulary knowledge. Secondly, students who had more paradigmatic (synonyms) relation knowledge performed better in reading comprehension than those who had syntagmatic relation (collocations), one of the two subtests of vocabulary depth knowledge test. Thirdly, the four major derivational word forms, i.e. noun, verb, adjective, and adverb were positively and either strongly or moderately correlated with dependent variable, academic reading comprehension. Fourthly, except one aspect of analytic relations, i.e. stuff-object analytic relations aspect, the rest of other five dimensions of analytic relations, namely component-integral, portionmass, member-collection, place-area, and feature-activity analytic relations facets were positively and either strongly or moderately correlated with dependent variable, academic reading comprehension.

참고문헌 (58)

  1. Alderson, J. C., "Language test construction and evaluation" (1995), Cambridge University Press
  2. Arju, S, "A study on ESL vocabulary acquisition needs and classroom practice : A Bangladeshi context", Stamford Journal of English, 6, pp.54~71 (2011)
  3. Atai, M. R., "Vocabulary breadth, depth, and syntactic knowledge: Which one is a stronger predictor of foreign language reading performance?", Iranian Journal of Applied Linguistics, 15(1), pp.01~18 (2012)
  4. Chapelle, C. A., "Interfaces between second language acquisition and language testing research", pp.32~70 (1998), Cambridge University Press
  5. Chen, K. Y., "The impact of EFL students’ vocabulary breadth of knowledge on literal reading comprehension", Asian EFL Journal, 51, pp.30~40 (2011)
  6. Cheng, C. K., "College English majors’ receptive and productive vocabulary knowledge", Proceedings of the 16th International Symposium and Book Fair on English Teaching, pp.347~356 (2007), Crane Publishing
  7. 최혜연, "Effects of Depth and Breadth of Vocabulary Knowledge On English Reading Comprehension Among Korean High School Students", 어학연구, 49(2), pp.419~452 (2013), 언어교육원
  8. Cohen, J., "Statistical power analysis for the behavioral sciences" (1988), Lawrence Erlbaum Associates
  9. Farvardin, M. T., "The role of vocabulary knowledge in Iranian EFL students’ reading comprehension performance: Breadth or depth?", Theory and Practice in Language Studies, 1(11), pp.1575~1580 (2011)
  10. Hamid, M. O., "Handbook of language and ethnic identity: The success-failure continuum in language and ethnic identity efforts Volume 2", pp.192~203 (2011), Oxford University Press, Inc
  11. Hasan, M. K., "Conceptualization of depth of vocabulary knowledge with academic reading comprehension", PASAA, 51, pp.235~268 (2016)
  12. Henriksen, B., "Three dimensions of vocabulary development", Studies in Second Language Acquisition, 21(2), pp.303~317 (1999)
  13. Horiba, Y., "Word knowledge and its relation to text comprehension : A comparative study of Chinese-and Korean-speaking L2 learners and L1 speakers of Japanese", The Modern Language Journal, 96(1), pp.108~121 (2012)
  14. Horwitz, E. K., "The beliefs about language learning of beginning university foreign language students", The Modern Language Journal, 72(3), pp.283~294 (1988)
  15. Huang, T. L, "On the importance of emphasizing vocabulary teaching", Proceedings of the 6th International Symposium on International English Teaching, pp.322~331 (1997), Crane Publishing
  16. Jahan, A., "Working with vocabulary at tertiary level in Bangladesh", Journal of Education and Practice, 2(5), pp.45~57 (2011)
  17. Jeon, E. H., "L2 reading comprehension and its correlate : A meta-analysis", Language Learning, 64(1), pp.160~212 (2014)
  18. Kameli, S., "The predictor factor of reading comprehension performance in English as a foreign language : Breadth or depth", International Journal of Applied Linguistics and English Literature, 2(2), pp.179~184 (2013)
  19. 강유선, "Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?", 영어교육, 67(4), pp.149~171 (2012), 한국영어교육학회[DOI]
  20. Kezhen, L. I., "A study of vocabulary knowledge and reading comprehension on EFL Chinese learners", Studies in Literature and Language, 10(1), pp.33~40 (2015)
  21. Laufer, B., "Vocabulary and applied linguistics", pp.126~132 (1992), MacMillian
  22. Laufer, B., "Approaches to second language acquisition", pp.55~62 (1996), University of Jyväskylä
  23. Li, M., "The effects of vocabulary breadth and depth on English Reading", Applied Linguistics, 36(5), pp.611~634 (2015)
  24. Ma, Y. H., "A study on the relationship between English reading comprehension and English vocabulary Knowledge", Educational Research International, 2015, pp.1~14 (2015)
  25. Meara, P., "Vocabulary acquisition: A neglected aspect of language learning", Language Teaching, 13, pp.221~246 (1980)
  26. Mehrpour, S., "The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners", Journal of English Language Teaching and Learning, 2(222), pp.97~127 (2011)
  27. Milton, J., "L2 Vocabulary Acquisition, knowledge and use: New perspectives on assessment and corpus analysis", pp.57~78 (2013), Euro SLA
  28. Nassaji, H., "The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success", The Canadian Modern Language Review, 61(1), pp.107~134 (2004)
  29. Na, L., "Factors affecting guessing vocabulary in context", RELC Journal, 16(1), pp.33~42 (1985)
  30. Nation, I. S. P., "Teaching and learning vocabulary" (1990), Newbury House
  31. Nation, I. S. P., "Learning vocabulary in another language" (2001), Cambridge University Press
  32. Philips, D., "Longman complete course for TOEFL test", pp.2006, Longman Group
  33. Qian, D. D., "Depth of Vocabulary Knowledge: Assessing its role in Adults’ Reading Comprehension in English as a second language", doctoral, pp.1998
  34. Qian, D. D., "Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension", Canadian Modern Language Review, 56(2), pp.282~307 (1999)
  35. Validating the role of depth of vocabulary knowledge in assessing reading for basic comprehension in TOEFL 2000, "Qian, D. D.", Educational Testing Service, ~ (2000)
  36. Qian, D. D., "Investigating the relationship between vocabulary knowledge and academic reading comprehension : An assessment perspective", Language Learning, 52(3), pp.513~536 (2002)
  37. Qian, D. D., "Demystifying lexical inferencing : The role of aspects of vocabulary knowledge", TESL Canada Journal, 22(2), pp.34~54 (2005)
  38. Qian, D. D., "Evaluation of an in-depth vocabulary knowledge measure for assessing reading comprehension", Language Testing, 21(1), pp.28~52 (2004)
  39. Nasser Rashidi, "Assessing the Role of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension of Iranian EFL Learners", Journal of Pan-Pacific Association of Applied Linguistics, 14(1), pp.81~108 (2010), 범태평양 응용언어학회
  40. Read, J., "Towards a deeper assessment of vocabulary knowledge", Paper presented at the 8th annual meeting of the International Association of Applied Linguistics (1989), Eric Clearing House on Languages and Linguistics
  41. Read, J., "The development of a new measure of L2 vocabulary knowledge", Language Testing, 10(3), pp.355~371 (1993)
  42. Read, J., "Validation in language assessment", pp.41~60 (1998), Lawrence Erlbaum
  43. Read, J., "Assessing vocabulary" (2000), Cambridge University Press
  44. Read, J., "Vocabulary in a second language: Selection, acquisition and testing", pp.209~227 (2004), John Benjamins
  45. Richards, J. C., "The role of vocabulary teaching", TESOL Quarterly, 10, pp.77~89 (1976)
  46. Rouhi, M., "EFL learners’ vocabulary knowledge and its role in their reading comprehension performance", Journal of Second and Multiple Language Acquisition, 1(2), pp.39~48 (2013)
  47. Salvucci, S., "Measurement error studies at the National Center for Education Statistics (NCES)", U. S. Department of Education, ~ (1997)
  48. Schmitt, N., "Researching vocabulary: A vocabulary research manual" (2010), Palgrave Macmillan
  49. Schmitt, N., "Size and depth of vocabulary knowledge : What the research shows", Language Learning, 64(4), pp.913~951 (2014)
  50. Schmitt, N., "Researching vocabulary through a word knowledge framework : Word association and verbal suffixes", Studies in Second Language Acquisition, 19(1), pp.17~36 (1997)
  51. Schmitt, N., "Derivative word forms: What do learners know?", TESOL Quarterly, 36(2), pp.145~171 (2002)
  52. Vermeer, A., "Breadth and depth of vocabulary in relation to L1", L2 acquisition and frequency of input, 2001, pp.22(2), 217~234
  53. Sultana, S., "English as a medium of instruction in Bangladesh’s higher education: Empowering or disadvantaging students?", The Asian EFL Journal Quarterly, 16(1), pp.11~52 (2014)
  54. Weixia, W., "Assessing the roles of breadth and depth of vocabulary knowledge in Chinese EFL learners’ listening comprehension", Chinese Journal of Applied Linguistics, 37(3), pp.358~372 (2014)
  55. Wesche, M., "Assessing second language vocabulary knowledge : Depth versus breadth", Canadian Modern Language Review, 53, pp.13~40 (1996)
  56. Winston, M. E., "A taxonomy of partwhole relations", Cognitive Science, 11(4), pp.417~444 (1987)
  57. Zhang, D., "Vocabulary and grammar knowledge in L2 reading comprehension : A structural equation modelling study", Applied Linguistics, 21, pp.117~126 (2012)
  58. Zhang, D., "Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension", Foreign Language Annals, 49(4), pp.699~715 (2016)

관련 논문AI추천

Assessing the Role of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension of Iranian EFL LearnersNasser Rashidi, Negar Khosravi범태평양 응용언어학회 · Journal of Pan-Pacific Association of Applied Linguistics2010 · 제14권 제1호Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?강유선, 박지은, Hey Seung Kang한국영어교육학회 · 영어교육2012 · 제67권 제4호Promoting Breadth and Depth of Vocabulary Knowledge김보람외국학연구소 · 외국학연구2017 · 제41호어휘크기와 깊이가 영어 읽기이해 능력에 미치는 영향민미옥, 이성원팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제3호Are Different Types of Vocabulary Needed for Comprehending General and Academic Texts?문영선한국영어교육학회 · 영어교육2017 · 제72권 제3호A Study on Different Dimensions of Vocabulary Knowledge Influencing English Writing Performance최종갑대한영어영문학회 · 영어영문학연구2022 · 제48권 제4호

이 간행물의 다른 논문 (5건)

Effective Strategies to Enhance and Maintain University English Teacher Motivation in JapanRie Haradapp. 1-20Schema-Based Instruction on Learning English Polysemous Words: Effects of Instruction and Learners’ PerceptionsMakoto Mitsugipp. 21-43The Effects of Test Method on L2 Reading and Listening Performance박시원pp. 45-63Salience-Enhanced Recasts and Their Effects on Learners’ Production of Uptake and Modified OutputYoko Asaripp. 65-84Video of World Festivals as Novelties in Teaching Description Writing Using a Genre-Based ApproachUma Maheswari Rajagopalanpp. 115-129
원문 보기