Measuring the effect of receptive and productive vocabulary size on foreign language skills

Selahattin Yılmaz; Suzan Kavanoz

doi:10.30827/portalin.vi44.31870

Authors

Selahattin Yılmaz Yildiz Technical University https://orcid.org/0000-0002-2943-2902
Suzan Kavanoz Yıldız Technical University https://orcid.org/0000-0001-7458-4684

DOI:

https://doi.org/10.30827/portalin.vi44.31870

Keywords:

English as a foreign language, receptive vocabulary, productive vocabulary, vocabulary levels tests, vocabulary instruction

Agencies: ACKNOWLEDGEMENTS & FUNDING INFORMATION This work has been supported by Yıldız Technical University Scientific Research Projects Coordination Unit under project number SKD-2023-5467. Ethics committee approval was obtained from Yıldız Technical University with issue number 11/2022 on 09.11.2022. We would like to thank the students who participated in our study.

Abstract

Vocabulary knowledge and usage play a significant role in developing English language skills. Determining students' vocabulary levels can be an effective way to track the development of their language skills and predict their test performance. Therefore, this study examined the relationship between receptive and productive vocabulary knowledge and English language skills (reading, writing, listening, speaking, and use of English) of 306 Turkish university students who are A1, A2, and B1-level EFL learners. Vocabulary knowledge was measured using the New Vocabulary Levels Test (NVLT) and the Vocabulary Levels Test-Productive (VLTP), while language skills were assessed through an English Proficiency Exam (EPE) and a speaking exam. The results revealed significant positive correlations between receptive and productive vocabulary knowledge, particularly at higher proficiency levels. Receptive vocabulary was found to be a much stronger predictor of language skills, especially for reading, listening, and use of English, than productive vocabulary which predicted performance in use of English. However, the impact of both vocabulary tests was more pronounced at higher proficiency levels. While vocabulary levels show some predictive power on specific language skills, their influence is limited overall. These findings suggest a nuanced relationship between vocabulary and language proficiency, offering valuable insights for educators and researchers.

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Author Biographies

Selahattin Yılmaz, Yildiz Technical University

Dr. Selahattin Yilmaz is an English Language lecturer at the School of Foreign Languages, Yildiz Technical University. He teaches pre-matriculation English as a Foreign Language, as well as undergraduate-level composition, and applied linguistics courses. He holds a Ph.D. in Applied Linguistics from Georgia State University, Atlanta. In his research, he focuses on Second Language Writing, English for Academic Purposes, English as a Lingua Franca, and Language Teacher Education.

Suzan Kavanoz, Yıldız Technical University

Dr. Suzan Kavanoz is a faculty member in the Department of Foreign Languages affiliated with the Faculty of Education at Yıldız Technical University. Within the field of foreign language education, Dr. Kavanoz’s research interests lie in exploring effective teaching methodologies, vocabulary acquisition, foreign language curriculum development, foreign language teacher education, and the integration of technology in language education.

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ACKNOWLEDGEMENTS & FUNDING INFORMATION

This work has been supported by Yıldız Technical University Scientific Research Projects Coordination Unit under project number SKD-2023-5467. Ethics committee approval was obtained from Yıldız Technical University with issue number 11/2022 on 09.11.2022. We would like to thank the students who participated in our study.