Measuring Breadth and Depth of Vocabulary Knowledge of Chinese EFL Learners at Different Learning Stages
International Journal of Language and Linguistics
Volume 7, Issue 4, July 2019, Pages: 166-171
Received: May 23, 2019;
Accepted: Jun. 29, 2019;
Published: Jul. 22, 2019
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Liu Juan, Department of English, Guangdong Police College, Guangzhou, China
Li Xiang, Department of English, Guangdong Police College, Guangzhou, China
An updated Vocabulary Levels Test and an updated Word Associates Test are conducted to measure the breadth and depth of vocabulary Knowledge of Chinese EFL learners from junior middle school to senior middle school to college respectively in this research. The ANOVA analyses of the test results show that Chinese learners’ breadth knowledge at any learning stage is insufficient and does not meet the requirements of corresponding English teaching syllabus although there is significant development from junior middle school to senior middle school to college. With the rise of learning stages, the difference of the acquisition of lower level words gradually disappears and the difference of higher level words appears. Compared to breadth knowledge, Chinese learners perform worse in the test of depth of vocabulary knowledge. Although there is a significant rise from lower stages to higher stages, the development of depth of vocabulary knowledge is very slow and dissatisfied. The main reason for it is that Chinese students value the expansion of vocabulary size and neglect the establishment of semantic and collocational relationship among words. The results of the Pearson correlation analysis show that there is little correlation between Chinese learners’ breadth of vocabulary knowledge and depth of vocabulary knowledge.
Measuring Breadth and Depth of Vocabulary Knowledge of Chinese EFL Learners at Different Learning Stages, International Journal of Language and Linguistics.
Vol. 7, No. 4,
2019, pp. 166-171.
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