NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ652248
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0023-8333
EISSN: N/A
Investigating the Relationship between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective.
Qian, David D.
Language Learning, v52 n3 p513-36 Sep 2002
This study was conducted in the context of the Test of English as a Foreign Language (TOEFL) research to conceptually validate the roles of breadth and depth of vocabulary knowledge in reading comprehension in academic settings and to empirically evaluate a test measuring three elements of the depth dimension of vocabulary knowledge, including, synonymy, polysemy, and collocation. (Author/VWL)
Descriptors: College Students, English (Second Language), Foreign Countries, Higher Education, Language Tests, Reading Comprehension, Reading Skills, Second Language Instruction, Second Language Learning, Testing, Vocabulary
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of English as a Foreign Language
Grant or Contract Numbers: N/A