This paper examines the relationship between fluency and vocabulary size, and also between fluency and word frequency level. Fluency was operationalised as the time learners need to recognize meanings of words sampled from different frequency levels. It was measured by a computerised vocabulary recognition speed test (VORST). The test was given to 488 native and non-native speakers who were divided by vocabulary size into four groups. The four groups were compared on speed of response to the 3000 level and University Word List (UWL) words. Speed was also correlated with vocabulary size. Additionally, response times to different frequency levels were compared for each subject. Results suggest that speed of retrieval is moderately related to vocabulary size and word frequency. Non-native speakers’ increase in speed lags behind increase in vocabulary size. Non-native speakers also respond more slowly to less frequent words. Responses of native speakers, on the other hand, are more homogeneous across subjects and across vocabulary frequencies. Speed of retrieval cannot be fully predicted from vocabulary knowledge and therefore speed tests should supplement tests of vocabulary size and depth.
2022. The impact of glossing and reading activity manipulation on learning of L2 lexico-grammatical and lexical items. Language Teaching Research 26:4 ► pp. 777 ff.
August, Diane, Lauren Artzi, Coleen Carlson & David Francis
2021. Designing and Validating a Criterion-Referenced Assessment of High Utility Academic Vocabulary in English for Elementary and Middle School Students. Chinese/English Journal of Educational Measurement and Evaluation 2:4
August, Diane, Lauren Artzi, Coleen Carlson & David Francis
2021. 中小学英语学术词汇标准参照测验的开发及验证. Chinese/English Journal of Educational Measurement and Evaluation 2:4
Mohammad, Taj
2021. Vocabulary in EFL/ESL Context: An Analysis of General English Textbook. European Journal of English Language Studies volume-1-2021:volume-1-issue-1-december-2021 ► pp. 15 ff.
Masrai, Ahmed
2019. Vocabulary and Reading Comprehension Revisited: Evidence for High-, Mid-, and Low-Frequency Vocabulary Knowledge. Sage Open 9:2
Harrington, Michael
2018. Lexical Facility as an Index of L2 Proficiency. In Lexical Facility, ► pp. 131 ff.
Harrington, Michael
2018. The Effect of Lexical Facility. In Lexical Facility, ► pp. 241 ff.
Harrington, Michael
2018. Lexical Facility: Bringing Size and Speed Together. In Lexical Facility, ► pp. 67 ff.
Harrington, Michael
2018. Measuring Recognition Vocabulary Size. In Lexical Facility, ► pp. 25 ff.
Matthews, Joshua
2018. Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System 72 ► pp. 23 ff.
Akbari, Neda
2016. Word frequency and morphological family size effects on the accuracy and speed of lexical access in school‐aged bilingual students. International Journal of Applied Linguistics 26:3 ► pp. 311 ff.
İnözü, Julide & Sehnaz Sahinkarakas
2016. Exploring Relations between Pre-Service English Teachers’ Psychological and Social Well-Being and their Perceptions of Positive Classroom Environment. Eurasian Journal of Applied Linguistics 2:2 ► pp. 79 ff.
Z Szabo, Csaba
2016. Exploring the Mental Lexicon of the Multilingual: Vocabulary Size, Cognate Recognition and Lexical Access in the L1, L2 and L3. Eurasian Journal of Applied Linguistics 2:2 ► pp. 1 ff.
ÿzönder, ÿzgül
2016. Student EFL Teachers Receptive Vocabulary Size. Procedia - Social and Behavioral Sciences 232 ► pp. 444 ff.
Cai, Wei
2015. Investigating the roles of vocabulary knowledge and word recognition speed in Chinese language listening. Chinese as a Second Language Research 4:1 ► pp. 47 ff.
Schmitt, Norbert
2014. Size and Depth of Vocabulary Knowledge: What the Research Shows. Language Learning 64:4 ► pp. 913 ff.
Schmitt, Norbert & Diane Schmitt
2014. A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching 47:4 ► pp. 484 ff.
Zhang, X. & X. Lu
2014. A Longitudinal Study of Receptive Vocabulary Breadth Knowledge Growth and Vocabulary Fluency Development. Applied Linguistics 35:3 ► pp. 283 ff.
Laufer, Batia & Zahava Goldstein
2004. Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness. Language Learning 54:3 ► pp. 399 ff.
Nikolova, Ofelia R.
2004. Les effets des hyperliens visibles ou invisibles sur l'acquisition lexicale et sur la compréhension en lecture chez des apprenants intermédiaires et avancés en langue étrangère. Alsic Vol. 7 ► pp. 3 ff.
Nikolova, Ofelia R.
2004. Effects of Visible and Invisible Hyperlinks on Vocabulary Acquisition and Reading Comprehension for High- and Average-Foreign Language Achievers. Alsic Vol. 7 ► pp. 29 ff.
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