Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 4, 211 - 225, 15.12.2018

Öz

Kaynakça

  • Astika, G. G. (1993). Analytical assessments of foreign students' writing. RELC Journal 24(1), 61-70.
  • Brown, D. (2012). The frequency model of vocabulary learning and Japanese learners. Vocabulary Learning and Instruction 1(1), 20-28. DOI: 10.7820/vli.v01.1.brown
  • Catalán, R. M. J., & Espinosa, S. M. (2005). Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL. VIAL, Vigo International Journal of Applied Linguistics, (2), 27-44.
  • González, R. A., & Piquer Píriz, A. M. (2016). Measuring the productive vocabulary of secondary school CLIL students: Is Lex30 a valid test for low-level school learners? Vigo International Journal of Applied Linguistics, 13, 31-53.
  • Heaton, J. B. (1966). Composition through Pictures. United Kingdom: Longman Group.
  • Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317. DOI: 10.1017/S0272263199002089
  • Henriksen, B., Albrechtsen, D., & Haastrup, K. (2004). The relationship between vocabulary size and reading comprehension in the L2. In D. Albrechtsen, K. Haastrup, & B. Henriksen (Eds.), Writing and Vocabulary in Foreign Language Acquisition (pp. 129-140). Copenhagen: Museum Tusculanum. Angles on the English-Speaking World, No. 4.
  • Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow? The Canadian Modern Language Review, 63(1), 83-106. DOI: 10.3138/cmlr.63.1.83
  • Laufer, B. (1995). Beyond 2000. A measure of productive lexicon in a second language. In: L. Eubank, L. Selinker and M. Sharwood Smith (Eds). The Current State of Interlanguage. Studies in Honor of William E. Rutherford (pp. 265 – 272).Amsterdam/ Philadelphia: John Benjamins,
  • Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words You Don't Know, words You Think You Know, and Words You Can't Guess.I n J. Coady and T. Huckin (Eds.) Second language vocabulary acquisition: A rationale for pedagogy (pp. 1-34). Cambridge, UK: CUP.
  • Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
  • Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused activities. Language Teaching, 42(3), 341-354. DOI: 10.1017/s0261444809005771
  • Laufer, B. (2012). Lexical Frequency Profiles. In Chapelle C.A. (Ed.), The Encyclopaedia of Applied Linguistics. (pp. 3334-3337). Blackwell Publishing Ltd.
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436. DOI: 10.1111/j.0023-8333.2004.00260.x
  • Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
  • Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
  • Ma, S., Zhang, J., Anderson, R. C., Morris, J., Nguyen-Jahiel, K. T., Miller, B. & Hsu, Y. L. (2017). Children's productive use of academic vocabulary. Discourse Processes, 54(1), 40-61. DOI: 10.1080/0163853x.2016.1166889
  • Meara, P. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32-47. DOI: 10.1093/applin/amh037
  • Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 16(3), 5-19.
  • Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30. DOI: 10.1016/s0346-251x(99)00058-5
  • Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds) Vocabulary: Description, Acquisition and Pedagogy, (pp. 84-102). Cambridge, UK: Cambridge University Press. Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670. DOI: 10.2307/3588216
  • Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: CUP. Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian Modern Language Review, 63(1), 59-82. DOI: 10.3138/cmlr.63.1.59
  • Nikolov, M. & Djigunović, J. M. (2006): Recent research on age, second language acquisition, and early foreign language learning. Annual Review of Applied Linguistics, 26, 234-260. DOI: 10.1017/s0267190506000122
  • Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158. DOI: 10.2307/3587808
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. DOI: 10.1111/1467- 9922.00193
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology,98(3), 554-567. DOI: 10.1037/0022- 0663.98.3.554
  • Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. DOI: 10.1598/rrq.42.2.4
  • Smith, R. (2005). The Lexical Frequency Profile: Problems and Uses. In K. BradfordWatts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 Conference Proceedings. Tokyo: JALT.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
  • Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152. DOI: 10.1080/09571730802389975
  • van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. DOI: 10.1093/applin/ams074
  • Waring, R. B. (1999). Tasks for assessing second language receptive and productive vocabulary (Doctoral dissertation, University of Wales Swansea). Retrieved on March 6, 2018 from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544366
  • Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232.
  • Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267-290. DOI: 10.3138/cmlr.1204.1
  • West, M. (1953). A general service list of English words: with semantic frequencies and a supplementary word-list for the writing of popular science and technology. Addison-Wesley Longman Limited.
  • Wilkins, D. A. (1972). Linguistics in Language Teaching. Hodder & Stoughton Educational.
  • 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, UK: Cambridge University Press.
  • Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language proficiency (MA thesis, Brigham Young University. Department of Linguistics).

What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?

Yıl 2018, Cilt: 14 Sayı: 4, 211 - 225, 15.12.2018

Öz





















































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?













Receptive knowledge of vocabulary
has usually been the mostly investigated dimension of lexical assessment while
the productive aspect of vocabulary has been studied to a lesser extent. There
is hardly any research on the productive vocabulary of English foreign language
learners in Turkish context, particularly as far as primary school students are
concerned. Yet, it is utmost important to study learners’ vocabulary levels in
Turkey where English is taught as a foreign language (EFL). Within this
context, this study seeks to address the effect of grade level variation in EFL
productive vocabulary size of a group of young learners. In order to collect
data, the participants were given a series of pictures (Heaton, 1966) and asked
to create a story based on what they see in the pictures. The lexical frequency
profiles (LFP) technique was used to estimate participants’ productive
vocabulary size with a focus on the differences and similarities among
different year levels. The findings of the study present insights into
developmental process of vocabulary acquisition of Turkish EFL learners.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Kavanoz, Suzan



Affiliated
institution (University)



 Yıldız Technical University

Country



 Turkey



Email
address



 shatip@yildiz.edu.tr

Department
& Rank



 Department of Foreign Languages Education

Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Varol, Burcu



Affiliated
institution (University)



  Yıldız Technical University

Country



 Turkey



Email
address



 bvarol@yildiz.edu.tr

Department
& Rank



 Foreign Languages Education

Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Astika, G. G. (1993). Analytical assessments of foreign students' writing. RELC Journal 24(1), 61-70.
  • Brown, D. (2012). The frequency model of vocabulary learning and Japanese learners. Vocabulary Learning and Instruction 1(1), 20-28. DOI: 10.7820/vli.v01.1.brown
  • Catalán, R. M. J., & Espinosa, S. M. (2005). Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL. VIAL, Vigo International Journal of Applied Linguistics, (2), 27-44.
  • González, R. A., & Piquer Píriz, A. M. (2016). Measuring the productive vocabulary of secondary school CLIL students: Is Lex30 a valid test for low-level school learners? Vigo International Journal of Applied Linguistics, 13, 31-53.
  • Heaton, J. B. (1966). Composition through Pictures. United Kingdom: Longman Group.
  • Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317. DOI: 10.1017/S0272263199002089
  • Henriksen, B., Albrechtsen, D., & Haastrup, K. (2004). The relationship between vocabulary size and reading comprehension in the L2. In D. Albrechtsen, K. Haastrup, & B. Henriksen (Eds.), Writing and Vocabulary in Foreign Language Acquisition (pp. 129-140). Copenhagen: Museum Tusculanum. Angles on the English-Speaking World, No. 4.
  • Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow? The Canadian Modern Language Review, 63(1), 83-106. DOI: 10.3138/cmlr.63.1.83
  • Laufer, B. (1995). Beyond 2000. A measure of productive lexicon in a second language. In: L. Eubank, L. Selinker and M. Sharwood Smith (Eds). The Current State of Interlanguage. Studies in Honor of William E. Rutherford (pp. 265 – 272).Amsterdam/ Philadelphia: John Benjamins,
  • Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words You Don't Know, words You Think You Know, and Words You Can't Guess.I n J. Coady and T. Huckin (Eds.) Second language vocabulary acquisition: A rationale for pedagogy (pp. 1-34). Cambridge, UK: CUP.
  • Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
  • Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused activities. Language Teaching, 42(3), 341-354. DOI: 10.1017/s0261444809005771
  • Laufer, B. (2012). Lexical Frequency Profiles. In Chapelle C.A. (Ed.), The Encyclopaedia of Applied Linguistics. (pp. 3334-3337). Blackwell Publishing Ltd.
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436. DOI: 10.1111/j.0023-8333.2004.00260.x
  • Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
  • Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
  • Ma, S., Zhang, J., Anderson, R. C., Morris, J., Nguyen-Jahiel, K. T., Miller, B. & Hsu, Y. L. (2017). Children's productive use of academic vocabulary. Discourse Processes, 54(1), 40-61. DOI: 10.1080/0163853x.2016.1166889
  • Meara, P. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26(1), 32-47. DOI: 10.1093/applin/amh037
  • Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 16(3), 5-19.
  • Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30. DOI: 10.1016/s0346-251x(99)00058-5
  • Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds) Vocabulary: Description, Acquisition and Pedagogy, (pp. 84-102). Cambridge, UK: Cambridge University Press. Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670. DOI: 10.2307/3588216
  • Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: CUP. Nation, I. (2006). How large a vocabulary is needed for reading and listening?. Canadian Modern Language Review, 63(1), 59-82. DOI: 10.3138/cmlr.63.1.59
  • Nikolov, M. & Djigunović, J. M. (2006): Recent research on age, second language acquisition, and early foreign language learning. Annual Review of Applied Linguistics, 26, 234-260. DOI: 10.1017/s0267190506000122
  • Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158. DOI: 10.2307/3587808
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. DOI: 10.1111/1467- 9922.00193
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology,98(3), 554-567. DOI: 10.1037/0022- 0663.98.3.554
  • Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. DOI: 10.1598/rrq.42.2.4
  • Smith, R. (2005). The Lexical Frequency Profile: Problems and Uses. In K. BradfordWatts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 Conference Proceedings. Tokyo: JALT.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
  • Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152. DOI: 10.1080/09571730802389975
  • van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479. DOI: 10.1093/applin/ams074
  • Waring, R. B. (1999). Tasks for assessing second language receptive and productive vocabulary (Doctoral dissertation, University of Wales Swansea). Retrieved on March 6, 2018 from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544366
  • Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232.
  • Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267-290. DOI: 10.3138/cmlr.1204.1
  • West, M. (1953). A general service list of English words: with semantic frequencies and a supplementary word-list for the writing of popular science and technology. Addison-Wesley Longman Limited.
  • Wilkins, D. A. (1972). Linguistics in Language Teaching. Hodder & Stoughton Educational.
  • 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, UK: Cambridge University Press.
  • Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language proficiency (MA thesis, Brigham Young University. Department of Linguistics).
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Suzan Kavanoz Bu kişi benim

Burcu Varol Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 4

Kaynak Göster

APA Kavanoz, S., & Varol, B. (2018). What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies, 14(4), 211-225.
AMA Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. Aralık 2018;14(4):211-225.
Chicago Kavanoz, Suzan, ve Burcu Varol. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies 14, sy. 4 (Aralık 2018): 211-25.
EndNote Kavanoz S, Varol B (01 Aralık 2018) What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies 14 4 211–225.
IEEE S. Kavanoz ve B. Varol, “What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?”, Journal of Language and Linguistic Studies, c. 14, sy. 4, ss. 211–225, 2018.
ISNAD Kavanoz, Suzan - Varol, Burcu. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies 14/4 (Aralık 2018), 211-225.
JAMA Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. 2018;14:211–225.
MLA Kavanoz, Suzan ve Burcu Varol. “What Do Young EFL learners’ Written Texts Tell Us about Their Productive Vocabulary Knowledge?”. Journal of Language and Linguistic Studies, c. 14, sy. 4, 2018, ss. 211-25.
Vancouver Kavanoz S, Varol B. What do young EFL learners’ written texts tell us about their productive vocabulary knowledge?. Journal of Language and Linguistic Studies. 2018;14(4):211-25.