The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also…

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…

15-month-olds behave as if they comprehend filler-gap dependencies such as "wh"-questions and relative clauses. On one hypothesis, this success does not reflect adult-like representations but rather a "gap-driven" interpretation heuristic based on verb knowledge. Infants who know that "feed" is transitive may notice…

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners' capacity to process aural input at the lexical level has received relatively little research focus. This…

The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students' academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test…

Vocabulary size measures serve important functions, not only with respect to placing learners at appropriate levels on language courses but also with a view to examining the progress of learners. One of the widely reported formats suitable for these purposes is the Yes/No vocabulary test. The primary aim of this study was to introduce and provide…

The purposes of this study were to: (1) build an appropriate model for predicting primary schoolchildren's English vocabulary knowledge; (2) examine whether the developed model applies to new data; and (3) discuss how to apply the model to L2 vocabulary instruction. More specifically, the study asked third- and fourth-grade public primary school…

Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children's language skills or…

Research in literature reports the importance of L2 vocabulary and syntactic knowledge on the learners' reading comprehension. In this regard, the current study investigated the role of vocabulary knowledge that is disunited into depth and breadth dimensions and syntactic knowledge in the reading comprehension scores of an advanced cohort of…

With the fast-paced development of technology in today's society, there has been emerging a shift from paper-based reading to digital online reading. While the benefits of exposure to print have been well-established in previous studies, how online reading may impact individuals' literacy development is largely underexplored. The current study…

This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…

This study examines the lexical representation and recall of abstract words by beginning L2 learners of Spanish in the light of the predictions of the dual coding theory (Paivio 1971; Paivio and Desrochers 1980). Ninety-seven learners (forty-four males and fifty-three females) were randomly placed in the picture or non-picture group and taught…

In the componential approach to modelling reading ability, a number of contributory factors have been empirically validated. However, research on their relative contribution to explaining performance on second language reading tests is limited. Furthermore, the contribution of knowledge of syntax has been largely ignored in comparison with the…