Vocabulary knowledge plays a very important role in reading tests and reading research has consistently found a word knowledge factor on which vocabulary tests load highly. Tests of vocabulary are highly predictive of performance on tests of reading comprehension. The present paper intends to review in detail the relationships between the breadth and depth of vocabulary knowledge and EFL readin...

This paper describes a study of the language used by undergraduate engineering students engaged in a civil engineering laboratory. Learner’s concepts and relationships in the area of soil consolidation were elicited in order to provide an understanding of the structural knowledge of novices and compare it with the knowledge structures of a human expert and a thesaurus tool. Concept maps and pat...

There is at present no clear consensus as to the nature of the relations between oral vocabulary and specific literacy skills. The present study distinguished between vocabulary breadth and depth of vocabulary knowledge to better explain the role of oral vocabulary in various reading skills. A sample of 60 typically developing Grade 4 students was assessed on measures of receptive and expressiv...

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...

Williams syndrome (WS) is associated with relatively strong language abilities despite mild to moderate intellectual disability, particularly when language is indexed by vocabulary. The aim of the study was twofold: (1) to investigate whether reported lexical anomalies in WS can be explained with reference to anomalous semantic development; (2) to assess whether receptive vocabulary skills in W...

The overall aim of the present study is to achieve a better understanding young instructed Swedish learners’ vocabulary knowledge in L3 French, by examining various aspects depth. Previous research has shown that this learner group’s size increases systematically, and at relatively fast pace, from grade 6 through 9 (i.e., first year studies French onwards; age 12 15). However, tests only give q...

This study has examined the effect of semantic mapping on learning vocabulary across genders. The researchers selected 120 intermediate students after the administration of a standard proficiency test. A vocabulary test was also used to measure the students’ vocabulary knowledge. The experimental group received semantic mapping in the pre-reading stage, butthe control group did not receive this...

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this mode...

1 David Perry, School of Technical Industrial Engineering, Polytechnic University of Valencia, Spain. [email protected] 2 Penny MacDonald, School of Technical Agricultural Engineering, Polytechnic University of Valencia, Spain. [email protected] Abstract—This paper first considers some of the practical and theoretical issues involved when teaching or learning vocabulary items in an ESP course, an...