This study investigated the relationship between students’ attitude (cognitive, affective and behavioral) towards vocabulary learning their English knowledge (breadth, depth fluency) with reference to Grade 9. It employed a correlational research design simple random sampling stratified techniques. Pearson’s r was computed examine each of three aspects breadth, fluency knowledge. The coefficien...

The aim of this study was to investigate the role of linguistic and intelligence factors in the Iranian IELTS candidates’ speaking performance. Linguistic factors include depth and breadth of vocabulary knowledge as well as grammar knowledge. Narrative and verbal intelligences represent the non-linguistic factors. The participants included 329 learners who took 5 validated tests and also partic...

Abstract Successful text comprehension results in a coherent mental model of the situation being described. To achieve this, reader has to infer certain information by connecting parts their prior knowledge. An important construct involved this process is vocabulary knowledge, usually divided into breadth and depth. We conducted meta-analysis on 23 studies, explored fit five different models es...

The Euclidean length of a citation list is “depth relevant”: the metric increases when citations are transferred from less to more cited papers. We introduce “breadth relevance,” which favors consistent achievers over one-hit wonders. exponent CES aggregator then than unity rather greater unity, as for depth relevance. Using two datasets on economists top 50 US and global universities, simply c...

Many textbooks include semantically related words and sometimes teachers add synonyms, antonyms, etc. to the words in order to present new vocabulary items without questioning the possible effects. This study sought to investigate the effect of teaching vocabulary through synonym, semantically unrelated, and hyponym sets based on Higa’s (1963) proposed continuum. A total of 120 Iranian intermed...