ERIC Number: EJ981507
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0826-435X
EISSN: N/A
Available Date: N/A
Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students' Incidental Vocabulary Acquisition
Ehsanzadeh, Seyed Jafar
TESL Canada Journal, v29 n2 p24-41 Spr 2012
This study explores the roles of depth and breadth of lexical repertoire in L2 lexical inferencing success and incidental vocabulary acquisition through reading. Students read a graded reader containing 13 pseudo-words and attempted to infer the meanings of underlined target words. The Word Associates Test (WAT, Read, 2004) and the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) were administered to measure depth and breadth of lexical repertoire respectively. To rate retention of inferred meanings, I administered the Vocabulary Knowledge Scale (VKS, Paribakht & Wesche, 1996, 1997) with a repeated measure design. The results indicated that (a) both breadth and depth of lexical knowledge correlated positively with long-term retention of inferred word meanings. However, depth of vocabulary knowledge indicated a higher correlation; and (b) scores on both breadth and depth of vocabulary knowledge had a significant positive correlation with success of lexical inferencing through reading, but depth of vocabulary knowledge was a stronger predictor of inferencing success. (Contains 4 tables and 1 figure.)
Descriptors: English (Second Language), Correlation, Vocabulary Development, Second Language Learning, Incidental Learning, Inferences, Tests, Language Tests, Retention (Psychology), Scores, Predictor Variables, Reading Skills, Second Language Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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