Browsing by Subject "Vocabulary knowledge"
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Item Assessing the quality of vocabulary knowledge of learners of English as a second language through word associations(2007-05) Hong, Seong-jae, 1961-; Moore, ZenaRead (1993) presented a test format that assesses the quality of vocabulary knowledge by means of word association. The present study examined the development of the vocabulary knowledge of two groups of 'beginning' and 'intermediate' learners of English as a second language by means of two revised versions of this test format: the word-associates test and the productive word-associates test. Four aspects in particular were studied. First, the tests of the study clearly showed that the more proficient learners had acquired much more qualitatively developed vocabulary knowledge. Second, the study linked qualitative aspects of word knowledge to quantitative aspects, by distinguishing 3 frequency ranges. There was a clear relation between frequency and quality of knowledge: The more frequent a word, the better the knowledge of the tested aspect. Third, the productive vocabulary knowledge of both groups was smaller than their receptive knowledge, with less proficient learners exhibiting a much greater gap at the frequency level targeted in the tests. Fourth, the more proficient learners had acquired a greater amount of paradigmatic and syntagmatic knowledge than they did analytic knowledge.Item The role of vocabulary knowledge for tongue twister repetition in bilingual children with and without language impairment(2015-05) Mitidieri, Maria Nicole; Bedore, Lisa M.; Peña, Elizabeth DThis study evaluates the relationship between semantic and phonological representations via the comparison of vocabulary knowledge and tongue twister performance in 34 bilingual Spanish-English children with and without language impairment (LI). In Spanish and English, scores and error analyses for eight four-word tongue twisters were compared to their vocabulary scores on the Expressive One-Word Picture Vocabulary Test (EOWPVT). Results indicated the typically developing (TD) group outperformed the group with LI in all areas. Positive significant correlations occurred between vocabulary knowledge and tongue twister performance in both languages and negative significant correlations between vocabulary knowledge and specific tongue twister error types demonstrated cross-language and cross-group discrepancies. These results imply that semantic knowledge and language experience and exposure influence bilingual children's performance on tongue twisters repetition tasks.