Idiosyncratic Development of Receptive and Free Active Vocabulary: To What Extent Do Essay Types and Receptive Vocabulary Contribute to the Lexical Richness?

Autor/in	Yildiz, Mustafa
Titel	Idiosyncratic Development of Receptive and Free Active Vocabulary: To What Extent Do Essay Types and Receptive Vocabulary Contribute to the Lexical Richness?
Quelle	In: Journal of English Teaching, 8 (2022) 1, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Rating Scales; Receptive Language; Academic Language; Language Tests; Essays; Language Proficiency; Mastery Learning; Scores; Writing Evaluation; Language Usage; Comparative Analysis; Computational Linguistics; Language Teachers; Teacher Education Programs; Word Lists; Word Frequency + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Rating-Skala; Rezeptive Kommunikationsfähigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language test; Sprachtest; Essay; Aufsatzunterricht; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Linguistics; Computerlinguistik; Language teacher; Sprachunterricht; Wortliste; Word analysis; Frequency; Wortanalyse; Häufigkeit
Abstract	Investigating lexical richness is a continuing concern within vocabulary studies. The present study aims to contribute to this growing area of research by exploring EFL learners' free active vocabulary by dividing them into groups based on their receptive vocabulary. It seeks to explain the role of different essay types and proficiency levels based on receptive vocabulary knowledge on learners' free active vocabulary. The study includes the works done in a 15-week academic term by 26 EFL students with C1 level English proficiency. At the beginning of the research, the participants are applied Vocabulary Size Test (Nation & Beglar, 2007) to determine their receptive vocabulary knowledge and divided into two groups according to their results from VST: the more proficient group who master 8,000 or more word families and the less proficient group who master less than 8,000 word families. Throughout the semester, they have written two essays on each of two different essay types: comparison-contrast essay and cause-effect essay. In order to determine the participants' free active vocabulary, two different scores, i.e., detailed Lexical Frequency Profile (Laufer & Nation, 1995) and condensed Lexical Frequency Profile (Laufer, 1995), are calculated in the writings of the participants. The results indicate that neither essay types nor proficiency based on receptive vocabulary knowledge has any significant effect on learners' free active vocabulary. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01