ERIC Number: ED433704
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
The Value of Vocabulary Knowledge Measures in Predicting ESL Reading Comprehension.
Qian, David D.
A study investigated the relationships among vocabulary size, depth of vocabulary knowledge, and reading comprehension in English as a second language (ESL). Subjects were 74 native Chinese- and Korean-speaking students in intensive academic ESL courses in two Ontario universities. They were administered questionnaires to gather demographic and language background information, and four English language tests: vocabulary size; reading comprehension; depth of vocabulary knowledge; and morphological knowledge. Results support the hypotheses that scores on ESL vocabulary size, depth of vocabulary knowledge, and reading comprehension would correlate highly with each other, and that for learners with an English vocabulary size of over 3,000, scores on depth of vocabulary knowledge would make a significant and unique contribution to prediction of reading comprehension. Implications for second language education are considered. (Contains 30 references.) (MSE)
Descriptors: Chinese, College Second Language Programs, English (Second Language), Foreign Countries, Foreign Students, Higher Education, Intensive Language Courses, Korean, Language Tests, Predictor Variables, Reading Comprehension, Second Language Learning, Second Language Programs, Testing, Vocabulary
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Location: Canada