Breadth And Depth Of Academic Vocabulary Knowledge : Assessing Their Roles In Academic Reading And Writing Of English Language Learners
The study investigated the relationship between English language learner's (ELL) academic vocabulary and their performance in academic reading and writing. The objectives were to determine the correlation between academic vocabulary knowledge and the academic reading comprehension and writin...
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| 第一著者: | |
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| フォーマット: | Final Year Project Report |
| 言語: | English English |
| 出版事項: |
Universiti Malaysia Sarawak, (UNIMAS)
2017
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| 主題: | |
| オンライン･アクセス: | http://ir.unimas.my/id/eprint/34577/1/Wei.pdf http://ir.unimas.my/id/eprint/34577/4/Lei%20Chew%20ft.pdf http://ir.unimas.my/id/eprint/34577/ |
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| 要約: | The study investigated the relationship between English language learner's (ELL)
academic vocabulary and their performance in academic reading and writing. The objectives
were to determine the correlation between academic vocabulary knowledge and the academic
reading comprehension and writing and the extent to which academic vocabulary knowledge
contribute to academic reading and writing performance. Quantitative research design was
employed in the study. Vocabulary Levels Test (VLT), Productive Vocabulary Levels Test
(PVLT), Depth of Vocabulary Knowledge Test (DVK), Reading Comprehension (RC) test and
Writing test were administered to 90 UNIMAS undergraduates. Pearson correlation analysis
showed that there was a significant correlation between breadth and depth of academic
vocabulary with academic reading and writing performance of ELL. Vocabulary depth had a
stronger correlation with academic reading comprehension while vocabulary breadth had a
stronger correlation with academic writing. The multiple linear regression results revealed that
both dimensions of academic vocabulary knowledge contributed moderately to academic reading
comprehension and writing performance although vocabulary depth contributed more to
academic reading comprehension while vocabulary breadth contributed more to academic writing
performance. Both breadth and depth of academic vocabulary knowledge were rather significant
predictors of academic reading and writing performance of learners and therefore a combination
of these two dimensions will aid in better performance. Thus, the teaching and learning of the
English language should emphasize in vocabulary building in terms of enriching learners'
vocabulary storage as well as improving the usage of vocabulary in context by understanding the
meaning |
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