The Role of Receptive and Productive Forms of Vocabulary Testing in Lexical Diversity and Lexical Cohesion Aspects of L2 Writing
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Dariush Aliakbari
1
,
Morteza Aslrasouli
2
,
Davud Kuhi
3
1 - Ph.D. Candidate, English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
2 - Ph.D., English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
3 - Ph.D., English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
کلید واژه: Receptive vocabulary testing, Productive vocabulary testing, Lexical diversity, Lexical cohesion, L2 descriptive writing,
چکیده مقاله :
While both reader and text variables are crucial for second language (L2) learners' success, the impact of the latter has been understudied in the literature. This study investigated the distinct roles of receptive and productive vocabulary testing formats in influencing the lexical diversity and lexical cohesion of L2 descriptive writing. Sixty Iranian English as a Foreign Language (EFL) students were randomly assigned to a control group and two experimental groups. Vocabulary knowledge was assessed using Cloze tests (receptive) and C-tests (productive), followed by two descriptive writing tasks evaluated with computational tools. One-way ANOVA revealed that the C-test group produced more lexically cohesive essays, while the Cloze-test group exhibited greater lexical diversity in their descriptions. These findings offer valuable insights for language teachers and curriculum designers, highlighting the potential of incorporating both receptive and productive vocabulary measures to enhance various aspects of L2 writing performance.
While both reader and text variables are crucial for second language (L2) learners' success, the impact of the latter has been understudied in the literature. This study investigated the distinct roles of receptive and productive vocabulary testing formats in influencing the lexical diversity and lexical cohesion of L2 descriptive writing. Sixty Iranian English as a Foreign Language (EFL) students were randomly assigned to a control group and two experimental groups. Vocabulary knowledge was assessed using Cloze tests (receptive) and C-tests (productive), followed by two descriptive writing tasks evaluated with computational tools. One-way ANOVA revealed that the C-test group produced more lexically cohesive essays, while the Cloze-test group exhibited greater lexical diversity in their descriptions. These findings offer valuable insights for language teachers and curriculum designers, highlighting the potential of incorporating both receptive and productive vocabulary measures to enhance various aspects of L2 writing performance.
Aslrasouli, M., Aliakbari, D., & Kuhi, D. (2024). The Effects of Receptive and Productive Testing on EFL Active Vocabulary Knowledge: A Mixed Method Study. Journal of Modern Research in English Language Studies, 11(1).
Ajideh, P., & Mozaffarzadeh, S. (2012). C-Test vs. Multiple-Choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective. English language teaching, 5(11), 143-150.
Alshaar, A. (2008). Text Comprehension and Cohesion. Publisher.
Atai, M. R., & Dabbagh, A. (2010). Exploring the role of depth and breadth of vocabulary knowledge in EFL learners' lexical inferencing and text comprehension ability. The Asian EFL Journal Quarterly, 12(1), 1-23.
Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18(3), 191-208.
Babaii, E., & Jalali Moghadam, N. (2006). The impact of text cohesion and coherence on EFL learners' writing ability and writing task performance. System, 34(4), 452-465.
Bachman, L. F. (1985). Performance on cloze tests with fixed-ratio and rational deletions. TESOL Quarterly, 19(3), 535-555.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.
Batty, A. (2007). The role of vocabulary depth in EFL writing. Language Testing, 24(2), 129-162. https://doi.org/10.1177/0265532207071512
Bonner, S. E., Kadous, K., & Majors, T. M. (2022). A habit strength-based explanation for auditors' use of simple cognitive processes for complex tasks. The Accounting Review, 97(3), 107-129.
Chae, S., & Shin, S. K. (2015). An investigation of the effect of different types of C-test on the language proficiency assessment. Language Testing, 32(4), 491-512.
Chai, H. S., Park, H., & Kim, S. (2014). Examining the use of C-tests in assessing productive vocabulary knowledge in EFL learners. Applied Linguistics, 35(5), 562-582.
Chavez-Oller, M. A. (1994). The validity of cloze as a measure of English proficiency. Language Testing, 11(1), 51-69.
Chai, Z. F., Swanto, S., & Din, W. A. (2020). Variants of Cloze-Test Based Tasks and Vocabulary Achievement. Universal Journal of Educational Research, 8(7), 2980-2989.
Dabbagh, A., & Janebi Enayat, M. (2019). The role of vocabulary breadth and depth in Iranian EFL learners’ writing performance. Journal of Psycholinguistic Research, 48(1), 199-213.
Dabbagh, A., & Janebi Enayat, M. (2019). The role of vocabulary size and depth in Iranian EFL learners’ writing performance. Language Teaching Research, 23(6), 732-747. https://doi.org/10.1177/1362168818770928
Drackert, A., & Timukova, A. (2020). What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance. Language Testing, 37(1), 107-132.
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139-155.
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139-155. https://doi.org/10.1016/1060-3743(95)90004-7
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a foreign language. Modern Language Journal, 87(2), 242-260.
Frestl, A., & von Cramon, D. Y. (2001). The role of coherence and cohesion in text comprehension: An event-related fMRI study. Brain and Language, 77(3), 255-266.
Frestl, H., & von Cramon, D. Y. (2001). Cohesion and coherence in text comprehension: An event-related fMRI study. Cortex, 37(2), 207-221. https://doi.org/10.1016/S0010-9452(08)70569-1
Gonzalez, A. (2010). Discourse analysis: An introduction. The International Journal of Speech, Language and the Law, 17(1), 99-101.
Gonzalez, J. M. (2010). Lexical cohesion and discourse analysis. Journal of Pragmatics, 42(5), 1236-1248. https://doi.org/10.1016/j.pragma.2009.08.016
Haastrup, K., & Henriksen, B. (2000). Vocabulary acquisition: Acquiring depth of knowledge through network building. International Journal of Applied Linguistics, 10(2), 221-240. https://doi.org/10.1111/j.1473-4192.2000.tb00152.x
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
Harsch, C., & Hartig, J. (2016). Comparing C-tests and multiple-choice tests: What influences test-takers’ performance? Language Testing, 33(3), 307-329.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317. https://doi.org/10.1017/S0272263199002089
Hoey, M. (1991). Patterns of lexis in text. Oxford University Press.
Juanggo, W. (2018). Lexical diversity and lexical sophistication in EFL learners' written compositions. Journal of English Language Teaching and Linguistics, 3(1), 89-103.
Juanggo, W. (2018). Investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners. Indonesian Journal of Applied Linguistics, 8(1), 38-48.
Kılçkaya, F. (2019). Multiple-choice vocabulary tests: How receptive and productive knowledge differ. Journal of Language and Linguistic Studies, 15(2), 531-543.
Kim, M., Crossley, S. A., & Kim, B. K. (2022). Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds. International Journal of Bilingual Education and Bilingualism, 25(6), 1992-2005.
Klein-Braley, C. (1997). C-tests in the context of reduced redundancy testing: An appraisal. Language Testing, 14(1), 47-84.
Kongsuwannakul, K. (2017). Investigating the construct validity of a concordance-based cloze test: A mixed-methods study (Doctoral dissertation, University of Leicester
Laufer, B. (2013). Lexical thresholds for reading comprehension: What they are and how they can be used for teaching purposes. TESOL Quarterly, 47(4), 867-872.
Lee, H. K., & Anderson, C. (2007). Validity and topic generality of a writing performance test. Language Testing, 24(3), 307-330.
Lee, I. (2003). Enhancing ESL students' awareness of coherence-creating mechanisms in writing. Journal of Second Language Writing, 12(2), 135-159.
Lee, S. H. (2003). ESL learners' vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537-561.
Levitzky-Aviad, T., & Laufer, B. (2013). Lexical properties and learning: The effects of word length, word frequency and phonological similarity on the learning of L2 lexis. Language Learning, 3(3), 507-532.
Long, D. R. (1990). What you don't know can't help you: An exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition, 12(1), 65-80.
Long, M. H. (1990). Task, group, and task-group interactions. In S. Anivan (Ed.), Language teaching methodology for the nineties (pp. 31-50). SEAMEO Regional Language Centre.
MacMillan, F. (2007). Lexical cohesion and the assessment of EFL reading proficiency. Modern Language Journal, 91(1), 42-55.
MacMillan, M. (2007). Lexical cohesion and EFL reading proficiency. International Journal of Applied Linguistics, 17(1), 1-22. https://doi.org/10.1111/j.1473-4192.2007.00131.x
Mondria, J. A., & Wiersma, B. (2004). Receptive, productive, and receptive+productive L2 vocabulary learning: What difference does it make? Language Learning, 4(4), 579-613.
Munby, J. (1978). Communicative syllabus design. Cambridge University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nation, P. (1990). Teaching and learning vocabulary. Heinle & Heinle.
Nation, P., & Webb, S. (2011). Researching and analyzing vocabulary. Heinle Cengage Learning.
Read, J. (2000). Assessing vocabulary. Cambridge University Press.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146-161. https://doi.org/10.1017/S0267190504000078
Read, J., & Chapelle, C. A. (2001). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.
Renandya, W. A., & Farrell, T. S. C. (2011). ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65(1), 52-59. https://doi.org/10.1093/elt/ccq015
Sadeghinezhad, S. (2023). Developing Pragmatic Awareness of Requests in the EFL Classroom: A Focus on Instructional Effects. Research in English Language Pedagogy, 11(4), 710-732.
Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses. Peter Lang.
Schmitt, N. (1999). The relationship between TOEFL vocabulary items and meaning, association, collocation, and word-class knowledge. Language Testing, 16(2), 189-216.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.
Sharma, V. K. (2015). How do productive skills of Saudi students affect EFL learning and teaching. Asian Journal of Humanities and Social Sciences (AJHSS), 3(2), 91-99.
Shoahosseini, R., Baghaei, P., Khodabakhshzadeh, H., & Ashraf, H. (2024). C-Test construct validity: Evidence from nonparametric item response theory. Language Testing in Asia, 14(1), 10.
Sidabutar, U., & Tampubolon, S. (2024). Students’ Performance in Cultural Text Writing Based on Situational Context and Cohesive Devices: A case study of Discourse Analysis. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 10(1), 1091-1100.
Siddiqi, K. (2011). Impact of coherence and cohesion in essay writing. Journal of Research (Humanities), 47, 56-68.
Silber, R. N., & McCoy, K. F. (2002). Efficient text summarization using lexical chains. In Proceedings of the ACL-02 Workshop on Automatic Summarization (pp. 62-69).
Storch, N., & Tapper, J. (2009). The impact of studying in a second language (L2) on second language (L2) writing development. Journal of Second Language Writing, 18(2), 103-118.
Storey, P. (2004). Comparing writing tasks: Coherence and cohesion in two types of L2 writing tasks. Assessing Writing, 9(3), 237-260.
Sun, Y. H. (2009). The influence of cohesion and coherence on text comprehension. International Journal of Applied Linguistics, 19(2), 149-164.
Tedick, D. J. (1988). The effects of topic familiarity on the performance of language learners in speaking and writing tasks. Language Learning, 38(3), 455-495.
Tomen, N., & Kose, N. (2023). Assessing vocabulary size, lexical density, and lexical diversity in EFL argumentative essays. Journal of Language and Linguistic Studies, 19(1), 45-63).
Webb, S., & Nation, I. S. P. (2008). How vocabulary is learned. In S. S. Laufer & P. Nation (Eds.), Researching and analyzing vocabulary (pp. 130-152). Heinle Cengage Learning.
Webb, S. A. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33-52.
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
Yang, Y., Sun, Y., Chang, P., & Li, Y. (2019). Exploring the relationship between language aptitude, vocabulary size, and EFL graduate students' L2 writing performance. TESOL Quarterly, 53(3), 845-856.
Youn, S. J., & Bi, N. Z. (2019). Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment. Intercultural Pragmatics, 16(2), 185-218.
