The Role of Iranian EFL Learners’ Vocabulary Size in Vocabulary Use, Content, and Organization of Their Writing
Article Sidebar
PDF downloads: 61
XML-Crossref downloads: 7
XML-DOAJ downloads: 8
Crossref Citations: 0
Main Article Content
Abstract
Introduction: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance.
Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied.
Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand.
Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Albrechtsen, D., Haastrup, K., Henriksen, B., & Henriksen, B. (2008). Declarative lexical knowledge. Vocabulary and writing in a first and
second language: Processes and development, 29(3), 22-66. https://doi.org/10.1057/9780230593404_2
Coxhead, A., Nation, P., & Sim, D. (2015). Measuring the vocabulary size of native speakers of English in New Zealand secondary schools. New Zealand Journal of Educational Studies, 50, 121-135. https://doi.org/10.1007/s40841-015-0002-3
Fageeh, A. I. (2011). EFL learners’ use of blogging for developing writing skills and enhancing attitudes towards English learning: An exploratory study. Journal of Language and Literature, 2(1), 31-48.
Handayani, E. T., & Aminatun, D. (2020). Students’ point of view on the use of WhatsApp. group to elevate writing ability. Journal of
English Language Teaching and Learning, 1(2), 31-37. https://doi.org/10.33365/jeltl.v1i2.602
Harmon, J., & Wood, K. (2018). The vocabulary-comprehension relationship across the disciplines: Implications for instruction. Education Sciences, 8(3), 101-111. https://doi.org/10.3390/educsci8030101
Hasan, M., & Rezaul Karim, M. (2019). Scaffolding effects on writing acquisition skills in EFL context. Arab World English Journal (AWEJ), 10 (3), 288-298. https://doi.org/10.24093/awej/vol10no4.21
Hasan, H., & Subekti, N. B. (2017). The correlation between vocabulary mastery and writing skill of secondary school students. JELLT (Journal of English Language and Language Teaching, 1(2), 55-60. https://jurnal.ustjogja.ac.id/index.php/JELLT/article/view/1872
Javid, C. Z., & Umer, M. (2014). Saudi EFL learners’ writing problems: A move towards solution. Proceeding of the Global Summit on Education GSE, 4, 164-180. http://dx.doi.org/10.4236/ce.2016.74064
Kiliç, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA: Journal of Language Teaching and Learning in Thailand, 57, 133-164. https://files.eric.ed.gov/fulltext/EJ1224421.pdf
Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537-561. https://doi.org/10.1016/j.system.2003.02.004
Milton, J. (2010). The development of vocabulary breadth across the CEFR levels. In I. Bartning, M. Martin, I. Vedder (Eds.), Communicative proficiency and linguistic development: Intersections between SLA and language testing research volume 1 of EuroSLA monograph series (pp. 211-232). EuroSLA.
Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of
Applied Linguistics in Language Teaching, 56(1), 1-24. https://doi.org/10.1515/iral-2017-0016
Mochizuki, M. (1998). Nihoajin gakushushano tameno goisaizu testrto [A vocabulary size test for Japanese learners of English]. Gogaku Kenkyuujo Kiyou, l2, 27-53.
Nakanishi, C. (2006). A teaching approach to Japanese college students’ EFL writing. Keio University Press.
Nation, P. (2012). Measuring vocabulary size in an uncommonly taught language. International Conference on Language Proficiency Testing in the Less Commonly Taught Languages, Bangkok, Thailand. Nation, I. S. P., & Beglar, D. (2007) A vocabulary size test. The Language Teacher, 31(7), 9-13.
Richards, J. C. (2008). Teaching listening and speaking. Cambridge University Press.
Salma, U. (2015). Problems and practical needs of writing skill in EFL context: An analysis of Iranian students of Aligarh Muslim University. IOSR Journal of Humanities and Social Sciences, 20(11), 74-76.
Siregar, F. L. (2020). English students’ vocabulary size and level at a private university in West Java, Indonesia. Humaniora, 11(2), 77-83. https://doi.org/10.21512/humaniora.v11i2.6388
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152. https://doi.org/10.1080/09571730802389975
Tamura, F. (2011). The relationship between vocabulary size and writing. Annual Review of English Language Education in Japan, 22, 281-296. https://doi.org/10.20581/arele.22.0_281
Thornbury, S. (2002). How to teach vocabulary. Pearson Education Limited. Harlow, Essex.
Viera, R. T. (2017). Vocabulary knowledge in the production of written texts: A case study on EFL language learners. Revista Tecnológica-ESPOL, 30(3), 1-19.
Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.
Yaghchi, M. A., Ghafoori, N., & Nabifar, N. (2016). The effects of authoritative vs. facilitative interventions on EFL learnersʼ willingness to communicate. Journal of Instruction and Evaluation, 9, 177-194.