PEN Academic Publishing   |  ISSN: 1309-0682

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2020, Cil. 14(32) 206-219

Vocabulary size of Turkish EFL learners at the tertiary level and its’ impact on their reading and listening comprehension

Sedat Beceren

ss. 206 - 219   |  DOI: https://doi.org/10.29329/mjer.2020.258.11   |  Makale No: MANU-1912-05-0008

Yayın tarihi: Haziran 29, 2020  |   Okunma Sayısı: 25  |  İndirilme Sayısı: 76


Özet

This study explores the relationship between vocabulary size of the Turkish EFL learners at the tertiary level and their reading and listening comprehension abilities. 60 randomly selected Turkish EFL learners enrolled in the ELT preparatory program participated in the study. The participants’ vocabulary size, which was measured by Nation and Beglar’s Vocabulary Size Test, found 5,785-word families in English. This result can be interpreted as meeting the standards of vocabulary size for undergraduate non-native students enrolled in an EMI university as they are required to have vocabulary knowledge of approximately 5000-6000-word families in English. The correlation and regression analysis processes revealed that there was a strong relationship between EFL learners’ vocabulary size and reading skills and a moderate correlation was obtained between vocabulary size and listening comprehension. The results, which were in parallel with the previous research findings, were discussed regarding the importance of vocabulary in foreign language learning and some pedagogical suggestions were provided. 

Anahtar Kelimeler: Vocabulary Size, EFL Learner, Reading Comprehension, Listening Comprehension


Bu makaleye nasıl atıf yapılır?

APA 6th edition
Beceren, S. (2020). Vocabulary size of Turkish EFL learners at the tertiary level and its’ impact on their reading and listening comprehension . Akdeniz Eğitim Araştırmaları Dergisi, 14(32), 206-219. doi: 10.29329/mjer.2020.258.11

Harvard
Beceren, S. (2020). Vocabulary size of Turkish EFL learners at the tertiary level and its’ impact on their reading and listening comprehension . Akdeniz Eğitim Araştırmaları Dergisi, 14(32), pp. 206-219.

Chicago 16th edition
Beceren, Sedat (2020). "Vocabulary size of Turkish EFL learners at the tertiary level and its’ impact on their reading and listening comprehension ". Akdeniz Eğitim Araştırmaları Dergisi 14 (32):206-219. doi:10.29329/mjer.2020.258.11.

Kaynakça
  1. Beglar, D. (2009). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27, 101–118. https://doi.org/10.1177/0265532209340194 [Google Scholar] [Crossref] 
  2. Beglar, D., & Hunt, A. (1999). Revising and validating the 2000 word level and the university word level vocabulary tests. Language Testing, 16 (2), 131-162. [Google Scholar]
  3. Chang, C. S., (2005). The effect of lexical support in EFL listening comprehension tests. The Proceedings of the 22nd International Conference on English Teaching and Learning in the Republic of China. Crane, Taipei, Taiwan,13–27. [Google Scholar]
  4. Chang, C. S., & Read, J., (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40, 375–397. [Google Scholar]
  5. Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38 (1), 78-103. [Google Scholar]
  6. Grabe, W. (2009). Reading in a second language. Cambridge, UK: Cambridge University Press. [Google Scholar]
  7. Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403−430. [Google Scholar]
  8. Huckin, T., & Bloch, J. (1993). Strategies for inferring word meaning in context: A cognitive model. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary acquisition (pp. 153–178). Norwood, NJ: Ablex. [Google Scholar]
  9. Koda, K. (2005). Insights into second language reading: A crosslinguistic approach. Cambridge: Cambridge University Press. [Google Scholar]
  10. Krashen, S. D. (1987). Principles and practice in second language acquisition. London: Prentice Hall International. [Google Scholar]
  11. Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Bejoint & P. Arnaud (Eds.), Vocabulary and applied linguistics (pp.126–132). Basingstoke & London:Macmillan. [Google Scholar]
  12. Laufer, B. (2010) Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension, Reading in a Foreign Language, 22, (1), 15-30 [Google Scholar]
  13. Meara, P., & Milton, J. (2003). X_Lex, the Swansea Levels Test. Newbury: Express. [Google Scholar]
  14. Milton, J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in a foreign language. In R. Chacón-Beltrán, C. Abello-Contesse, M. Torreblanca-López, & M. D. López-Jiménez (Eds.), Further insights into non-native vocabulary teaching and learning (pp. 83–97). Bristol: Multilingual Matters. [Google Scholar]
  15. Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In C. Bardel, C. Lindqvist & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use. New perspectives on assessment and corpus analysis. Eurosla Monographs Series, 2. EUROSLA. [Google Scholar]
  16. MoNE, (2016). Preparatory Class, 9th-12th Grades English Curriculum. Ankara: MEB http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=783 [Google Scholar]
  17. Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly 37, (4), 645–70. [Google Scholar]
  18. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.  [Google Scholar]
  19. Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59–82.  [Google Scholar]
  20. Nation, I.S.P. & Beglar, D. (2007). A vocabulary size test. The Language Teacher 31, (7), 9-13. [Google Scholar]
  21. Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139858656 [Google Scholar] [Crossref] 
  22. Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 56, 282–308 [Google Scholar]
  23. Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press. [Google Scholar]
  24. Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161. [Google Scholar]
  25. Renandya, W. A., & Farrell, T. S. C. (2011). Teacher, the tape is too fast! Extensive listening in ELT. ELT Journal, 65(1), 52-59. [Google Scholar]
  26. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press. [Google Scholar]
  27. Schmitt, N. 2008. Instructed second language vocabulary learning. Language Teaching Research 12, (3), 329–63. [Google Scholar]
  28. Singleton, D. (1999). Exploring the second language mental lexicon. Cambridge: Cambridge University Press. [Google Scholar]
  29. Stæhr, L. S. (2007). The relationship between vocabulary knowledge and listening comprehension in English as a foreign language. Copenhagen Business School [Google Scholar]
  30. Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36, 139–152. [Google Scholar]
  31. Tschirner, E. (2004). Breadth of vocabulary and advanced English study: An empirical investigation. Electronic Journal of Foreign Language Teaching, 1, (1), 27-39. [Google Scholar]
  32. Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330. [Google Scholar]
  33. Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 5-19). Cambridge: Cambridge University Press. [Google Scholar]
  34. Zimmerman, K. (2005). Newly placed versus continuing students: comparing vocabulary size. TESL Reporter, 38, (1), 52 - 60. [Google Scholar]