Active and Passive Vocabulary Knowledge: The Effect of Years of Instruction

| March 25, 2010
Active and Passive Vocabulary Knowledge: The Effect of Years of Instruction

Keywords: Passive Vocabulary, Controlled Active, Vocabulary Level Test, ESL Learners, Size of Vocabulary, Depth of Vocabulary

Azadeh Nemati
Jahrom Azad University

Bio Data
Azadeh Nemati is a PhD candidate in TEFL and a faculty of Jahrom Azad University. Her research interests are mainly focused in teaching vocabulary as well as teaching and learning through strategies. She has already published nationally and internationally.Current Address: Department of Studies in Linguistics, University of Mysore, Karnataka State, India.

Abstract: The present study investigated the relationship between two types of English vocabulary knowledge i.e. passive and controlled active, after different years of school instruction in an ESL environment. To carry out the study The Level Test for passive vocabulary size and Controlled Active Vocabulary Test were distributed amongst 100 Indian ESL learners at 5 different consequent standards (8 to 12). The results of the whole sample (r=.415) and at different frequency levels showed that active and passive vocabulary knowledge were correlated to each other well, considering the point that the size of passive vocabulary was always greater than the controlled active. Furthermore, because of the ESL English environment, the ratio between these two types of knowledge increased from lower to higher levels. It was also found that although students progressed in active and passive vocabulary knowledge, this progress was not significant for controlled active after years of instruction, while it was significant for passive vocabularies at higher levels. The most important implication of the present study was that in order to reduce the gap between active and passive vocabulary knowledge there is a need to incorporate more active methods for teaching vocabulary and the use of instruments that can better test and activate the active knowledge of students.

See page 30-46

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Category: Main Editions, Volume 12 Issue 1