This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings.…

This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English…

Language exerts a powerful influence on our concepts. We review evidence documenting the developmental origins of a precocious link between language and object categories in very young infants. This collection of studies documents a cascading process in which early links between language and cognition provide the foundation for later, more precise…

In order to trace how mobile assisted language learning (MALL) has evolved in recent years, we analysed studies published from 2000 to 2012 to examine their characteristics and research trends. These studies were published in international journals listed in the Social Sciences Citation Index (SSCI). Sixty-nine studies that fit the time frame and…

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research…

Children from low-income environments are at increased risk of developing language delays which can negatively affect later academic and social outcomes. As children age, deficits between children with language delays and their typically developing peers continue to widen. In order to prevent future disabilities, efficient early language screening…

The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…

Reviews evidence supporting the Contrastive Hypothesis, revealing little support for the hypothesis that young children automatically assume that every two words in their lexicons contrast. Theoretical problems with the positions that children assign words to semantic fields as they are acquiring them and that innovations are used to fill lexical…

Poor readers often know only the most common meanings or nuances of multimeaning (polysemic) words frequently encountered in reading materials. Teacher-directed, systematic vocabulary instruction must focus on specific problem areas. A three-step plan for teaching multimeaning words is proposed, emphasizing recognition and classification of word…

Three experiments from the late 1970s concerning second language communication strategies are studied for evidence supporting their classification as either avoidance or achievement strategies. The experiments had as subjects native English-speaking children in a French immersion program, adult second language learners of English who were native…

A review of the literature on a variety of issues related to testing vocabulary knowledge in a second language addresses these topics: problems in estimating vocabulary size, including the related questions of what constitutes a word, how a sample should be selected, and what are the criteria for knowing a word; sampling the basic and specialized…