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

Selahattin Yilmaz; Suzan Kavanoz

doi:10.30827/portalin.vi44.31870

Autores/as

Selahattin Yilmaz 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

Palabras clave:

enseñanza del vocabulario, Inglés como lengua extranjera, pruebas de nivel de vocabulario, vocabulario receptivo, vocabulario productivo

Agencias: 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.

Resumen

El conocimiento de vocabulario es fundamental para desarrollar habilidades en inglés. Evaluar los niveles de vocabulario de los estudiantes permite seguir su progreso y predecir su rendimiento en pruebas. Este estudio investigó la relación entre el conocimiento de vocabulario receptivo y productivo y las habilidades en inglés (lectura, escritura, escucha, habla y uso del inglés) de 306 estudiantes universitarios turcos de niveles A1, A2 y B1 de EFL. El conocimiento de vocabulario se midió con el New Vocabulary Levels Test (NVLT) y el Vocabulary Levels Test-Productive (VLTP). Las habilidades lingüísticas se evaluaron mediante un Examen de Competencia en Inglés (EPE) y un examen oral. Los resultados mostraron correlaciones positivas significativas entre el conocimiento receptivo y productivo, especialmente en niveles más altos. El vocabulario receptivo fue un predictor más fuerte de las habilidades lingüísticas, particularmente en lectura, escucha y uso del inglés, en comparación con el vocabulario productivo, que se relacionó más con el uso del inglés. Sin embargo, ambos tipos de conocimiento de vocabulario tuvieron mayor impacto en los niveles más avanzados. Estos hallazgos revelan una relación compleja entre el vocabulario y la competencia en el idioma, proporcionando información útil para educadores e investigadores.

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Biografía del autor/a

Selahattin Yilmaz, 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.