The relationship between language proficiency and Iranian EFL learners' knowledge of vocabulary depth versus vocabulary breadth

Gholam-Ali Tahmasebi; Hamidreza Haghverdi; Mehdi Ghaedrahmat

doi:10.5294/3440

Autores/as

Gholam-Ali Tahmasebi Autor/a Islamic Azad University, Khorasgan Branch
Hamidreza Haghverdi Autor/a Islamic Azad University, Khorasgan Branch
Mehdi Ghaedrahmat Autor/a Islamic azad university,Khorasgan, isfahan branch

DOI:

https://doi.org/10.5294/3440

Palabras clave:

Dominio del idioma, la amplitud de vocabulario, profundidad de vocabulario, estudiantes del inglés como idioma extranjera, escala de conocimiento del vocabulario.

Resumen

El presente estudio pretende examinar la relación entre la competencia lingüística, la profundidad y la amplitud del vocabulario de estudiantes iraníes del Inglés como idioma extranjero. Para lograr este fin, 80 estudiantes de los niveles Intermedio Superior e Inferior fueron elegidos al azar de la población de ShahidBeheshti School en Khoramabad como participantes de este estudio. En primer lugar, se administró una prueba de nivel Oxford (OPT) para determinar el nivel de conocimiento de lengua de los sujetos. Cada grupo en los niveles Intermedio Superior e Inferior recibió los exámenes Nación 2000, 3000, y 5000 para determinar el nivel de vocabulario de los estudiantes. Dos semanas más tarde, se utilizó la Escala de Conocimiento de Vocabulario (VKS) con el fin de determinar la profundidad de vocabulario de los alumnos. Los resultados de los coeficientes de correlación indicaron que hubo una relación significativa entre la amplitud y profundidad del vocabulario, y el dominio de la lengua de los estudiantes. Además, los resultados de la regresión múltiple revelaron que la profundidad del vocabulario es una mejor forma de predecir la competencia lingüística de los alumnos que la amplitud del vocabulario.

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Citas

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