The Role of Vocabulary Breadth and Depth in IELTS Academic Reading Tests

Autor/inn/en	Chen, Chen; Liu, Yongcan
Titel	The Role of Vocabulary Breadth and Depth in IELTS Academic Reading Tests
Quelle	In: Reading in a Foreign Language, 32 (2020) 1, S.1-27 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Reading Tests; Correlation; Foreign Countries; Second Language Learning; Language Tests; English (Second Language); Vocabulary Skills; Academic Language; Reading Achievement; Scores; Test Format; Second Language Instruction; Reading Instruction; Multiple Choice Tests; Task Analysis; Cloze Procedure; Reading Comprehension; Test Preparation; China; International English Language Testing System + Suchen Sie Ihr Suchwort? Lesetest; Korrelation; Ausland; Zweitsprachenerwerb; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Aktiver Wortschatz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseleistung; Testentwicklung; Fremdsprachenunterricht; Leseunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Aufgabenanalyse; Lückentext; Leseverstehen; Language tests; Englisch
Abstract	This study explored the role of vocabulary breadth and depth in second language learners' performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both correlated significantly with IELTS reading test scores. With regard to different IELTS question types, vocabulary breadth correlated significantly with True/False/Not Given questions, whereas vocabulary depth correlated more significantly with Multiple Choice, Matching Headings, and Sentence Completion tasks. Results of a multiple regression model indicated the increase of vocabulary size needed to improve certain IELTS band scores. This study has theoretical implications for broadening the conceptualisation of vocabulary depth, as well as pedagogical implications for supporting students' second language reading development. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01