Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Relationship between Vocabulary Size and Reading Comprehension

2,989 views

Published on

This paper was presented at the 2nd International FLLT2011 Conference.

Published in: Education
  • Be the first to comment

Relationship between Vocabulary Size and Reading Comprehension

  1. 1. 1<br />Relationship Between Vocabulary Size and Reading Comprehension<br />Asst. Prof. Preawpan Pringprom, Ph. D Buppha Obchuae<br />
  2. 2. 2<br />Background of Problem<br />Inability to decode the meaning of words<br />How many words do students know?<br />Inability to guess from the context<br />Inability to comprehend the written texts<br />
  3. 3. 3<br />Research Objectives<br />There are two main folds of this research objective: <br />To find out the students’ vocabulary sizes <br />To study the relationship between students’ vocabulary size and their English reading comprehension<br />
  4. 4. 4<br />Research Questions<br />
  5. 5. 5<br />Subjects<br />Thirty first-year-students studying EN 111 in academic year 2010 at Bangkok University<br />Research Instruments<br />Vocabulary Level Test (Schmitt. N; Schmitt D & Clapham C (Nation, 2001: 416-420)<br />Reading Comprehension Test<br />
  6. 6. 6<br />Vocabulary Knowledge<br />Two primary dimensions:<br />Receptive vocabularyrefers to a learner’s ability to recognize a word and retrieve its meaning while listening or reading.<br />Productive vocabulary refers to a learner’s ability to use a word to send a message or express his/her thought appropriately through speaking or writing (Nation, 2006: 24). <br />
  7. 7. 7<br />Vocabulary Level Test (VLT)<br />The bilingual version was based on the original version B of Norbert Schmitt, Diane Schmitt and Caroline Clapham (2001). <br />
  8. 8. 8<br />Research Procedures<br />1st week of the course, the 2000, 3000, and 5000 VLT were administered at the beginning of class time.<br />2nd week of the course, the RCT was administered at the beginning of class time.<br />
  9. 9. 9<br />Data Analysis<br />Descriptive Statistic was used to find means and standard deviations of the VLT2000, VLT3000, and VLT5000. <br />Pearson correlation was conducted to analyze the relationship between the subjects’ reading comprehension and their receptive vocabulary size.<br />
  10. 10. Results and Discussion<br />N = 30<br />Each word in the test represents 33 words (1000 divided by 30)<br /><ul><li> 518 words out of 1000 at the 2000 frequency-words level
  11. 11. 479 words out of 1000 at the 3000 frequency-words level
  12. 12. 310 words out of 1000 at the 5000 frequency-words level </li></ul>10<br />
  13. 13. 11<br />N = 30<br />The subjects’ VLT scoresdropped as the word-frequency levels decreased<br />
  14. 14. 12<br />Average percentage scores on the VLT <br />N = 30<br />At least 95% of text coverage is needed for successful guessing of the meaning of the unknown words (Liu and Nation, 1985). To reach 95% coverage of academic text, a vocabulary size of around 4000 word families is needed, consisting of 2000 high-frequency word, other academic words, technical words, proper nouns, and low frequency words.<br />
  15. 15. 13<br />Individual’s Profile of Vocabulary <br />
  16. 16. 14<br />Relationship Between Reading Comprehension <br />and Vocabulary Size<br />N = 30<br /> r = 0.684; p = <.0.01 r = 0.779; p = <.0.01 r = 0.571; p = <.0.01<br />
  17. 17. 15<br />Pedagogical Implications<br />Vocabulary assessment and instruction should be an important part of every English course, especially at the beginning level. <br />Vocabulary Strategies<br />Activities<br />Training<br />Vocab Bookkeeping<br />Word parts<br />Word Families<br />Vocabulary Dictation<br />Prefix-Suffix-Roots<br />
  18. 18. 16<br />

×