Comparing Phonological and Orthographic Vocabulary Size: Do Vocabulary Tests Underestimate the Knowledge of Some Learners?

Autor/inn/en	Milton, James; Hopkins, Nicola
Titel	Comparing Phonological and Orthographic Vocabulary Size: Do Vocabulary Tests Underestimate the Knowledge of Some Learners?
Quelle	In: Canadian Modern Language Review, 63 (2006) 1, S.127-148 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Phonology; Knowledge Level; Language Tests; Spelling; Comparative Analysis; Vocabulary; Greek; Semitic Languages; Word Recognition; Native Speakers; Vocabulary Development; English (Second Language); Language Proficiency; Second Language Learning + Suchen Sie Ihr Suchwort? Fonologie; Wissensbasis; Language test; Sprachtest; Schreibweise; Wortschatz; Grieche; Griechisch; Arabisch; Hebräisch; Worterkennung; Muttersprachler; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb
Abstract	Any description of what it means to know a word in a foreign language is likely to include recognition of form, both how a word sounds when heard and what it looks like when written. However, tests of vocabulary knowledge focus almost exclusively on the written form of the word. We have little idea of learners' phonological vocabulary knowledge or how it might interact with orthographic knowledge. It is suspected that written vocabulary tests may underestimate the vocabulary knowledge of native Arabic speakers, who often handle English orthography poorly. This paper reports a comparison of the phonological and orthographic vocabulary sizes of Greek and Arabic native speakers. Results suggest that written tests do not underestimate Arabic speakers' vocabulary size. The two aspects of vocabulary knowledge develop differently with language level. Very proficient learners of EFL are characterized by an orthographic word recognition much greater than their phonological word recognition. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10