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Using Multivariate Statistics

This is a very practical and accessible book that offers a comprehensive overview of research methodology in applied linguistics by describing the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results. It also discusses 'mixed methods research', that is, the various combinations of qualitative and quantitative methodologies.

Research Methods in Applied Linguistics

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Learning Vocabulary In Another Language

Learning Vocabulary in Another Language: Appendixes

A cognitive approach to language learning

An important gap in the field of second language vocabulary assessment concerns the lack of validated tests measuring aural vocabulary knowledge. The primary purpose of this study is to introduce and provide preliminary validity evidence for the Listening Vocabulary Levels Test (LVLT), which has been designed as a diagnostic tool to measure knowledge of the first five 1000-word frequency levels and the Academic Word List (AWL). Quantitative analyses based on the Rasch model utilized several aspects of Messick’s validation framework. The findings indicated that (1) the items showed sufficient spread of difficulty, (2) the majority of the items displayed good fit to the Rasch model, (3) items and persons generally performed as predicted by a priori hypotheses, (4) the LVLT correlated with Parts 1 and 2 of the TOEIC listening test at .54, (5) the items displayed a high degree of unidimensionality, (6) the items showed a strong degree of measurement invariance with disattenuated Pearson correlations of .97 an...

The creation and validation of a listening vocabulary levels test

Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively ...

Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach:

An important gap in the field of second language vocabulary research concerns the ability of Asian learners of English as a Foreign Language (EFL) to comprehend inflectional and derivational word family members. Japanese EFL learners (N = 279) were divided into three lexical proficiency groups, and their ability to comprehend inflectional and derivational English forms was measured with an English to Japanese translation test. A significant difference among the participants' ability to comprehend 12 base forms, associated inflected forms, and associated derived forms was found across the three proficiency groups, and even among participants who demonstrated mastery of the first 4,000 or 5,000 base forms of English. The flemma, a word's base form and associated inflectional forms, was found to be an appropriate word counting unit for most participants. Results are important because corpus research findings demonstrate that in cases where the word family provides 98 per cent coverage of texts, the flemma only provides 85 per cent coverage of the same texts. Thus, considering the detrimental impact to reading comprehension from only small decreases in the percentage of known tokens within a text, the results question the inferences made in word family-based research.

Evidence for the Adoption of the Flemma as an Appropriate Word Counting Unit

The Extensive Reading Foundation’s bibliography now boasts over 530 articles with ‘Extensive Reading’ in the title. About 35% of this rich and diverse body of papers were published in the past decade. A meta-review of this literature shows it is quite fragmented as evidenced by considerable variability in the conceptualization of extensive reading (ER) itself. For example, some researchers suggested that reading graded readers meant the subjects were therefore reading extensively (e.g., Kirchhoff, 2013; Yamashita, 2013) whereas others were more circumspect. Some suggested students were reading extensively by reading as few as 9 books or 140 pages over the duration of the study, or 5 books over an academic year (e.g., Robb & Kano, 2013; Shue, 2003), while others conducted ER over several years (e.g., Nishizawa, Yoshioka, & Fukuda, 2010), and yet others operationalized ER as the intensive reading of difficult material (e.g., Kweon & Kim, 2008).

/pdf/exploration-of-the-core-and-variable-dimensions-of-extensive-3gz2voyk37.pdf

Exploration of the core and variable dimensions of extensive reading research and pedagogy

The article investigated how the inclusion of loanwords in vocabulary size tests affected the test scores of two L1 groups of EFL learners: Hebrew and Japanese. New BNC- and COCA-based vocabulary size tests were constructed in three modalities: word form recall, word form recognition, and word meaning recall. Depending on the test modality, the tests measured the knowledge of 8,000 lemmas or word families through 80 randomly sampled items, 6 of which were loanwords in Hebrew and 13 in Japanese. Therefore, we added the same number of non-loanwords from corresponding frequencies and performed within-subject comparisons between the scores of the original tests with loanwords and their non-loanword versions in which non-loanwords replaced loanwords. The comparisons were done for each L1 group, at each test modality, and at three L2 proficiency levels, as defined by the total non-loanword test score. We also compared the two L1 groups on the degree of loanword effect. In both L1 groups, tests with loan...

Loanwords and Vocabulary Size Test Scores: A Case of Different Estimates for Different L1 Learners.

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