Jon Clenton
Biographic Data
| ID | 3531195 |
|---|---|
| NAME | Jon Clenton |
| GIVEN NAMES | Jon |
| FAMILY NAME | Clenton |
| SIGNATURE | CLENTON J |
| AFFILIATIONS | Hiroshima University |
| ORCID | 0000-0002-3048-8807 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of spacing on the acquisition of explicit and implicit vocabulary knowledge: An approximate replication of Nakata and Elgort (2021)
Research suggests that spaced learning, which incorporates intervals between repetitions of material, facilitates second language (L2) learning more than massed learning, where a given item is repeated multiple times without any intervening trials or time. Although prior studies have suggested that spacing enhances the acquisition of explicit knowledge, it remains unclear whether it aids the acquisition of implicit knowledge. The present study re…
Vocabulary Studies in L1 and L2 Development: The Interface Between Theory and Practice
The field of vocabulary studies in first language (L1) and second language (L2) development has seen remarkable growth in recent years, with researchers and practitioners alike recognizing the critical role that lexical knowledge plays in language proficiency
Exploring Potential Factors Affecting Reading Comprehension in EAL Learners: A Preliminary Corpus-Based Analysis
This article presents a study examining the vocabulary knowledge of English as an additional language (EAL) learners in two international schools in Japan in relation to the vocabulary profiles of the textbooks they are required to use in the classrooms. The vocabulary knowledge of 139 participants from two international schools was assessed using either the New Vocabulary Levels Test (NVLT) or the Updated Vocabulary Levels Test (UVLT). These res…
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
The Impact of Lexical Bundle Length on L2 Oral Proficiency
Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach …
Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners' Vocabulary Use in Spoken Contexts
The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners' vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks acros…
Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge
Exploring the relationship between L2 vocabulary size and academic speaking
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective m…
L1 – L2 semantic and syntactic processing: The influence of language proximity
The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study
An increasing number of high-stakes mathematics standardised tests around the world place an emphasis on using mathematical word problems to assess students’ mathematical understanding. Not only do these assessments require children to think mathematically, but making sense of these tests’ mathematical word problems also brings children’s language ability, reading comprehension and working memory into play. The nature of these test items places a…
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. The authors first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara & Fitzpatrick, 2000) and the Lexical Frequency Pr…
The challenge of validation: Assessing the performance of a test of productive vocabulary
This paper assesses the performance of a vocabulary test designed to measure second language productive vocabulary knowledge.The test, Lex30, uses a word association task to elicit vocabulary, and uses word frequency data to measure the vocabulary produced. Here we report firstly on the reliability of the test as measured by a test-retest study, a parallel test forms experiment and an internal consistency measure. We then investigate the construc…
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective m…
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. The authors first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara & Fitzpatrick, 2000) and the Lexical Frequency Pr…
The challenge of validation: Assessing the performance of a test of productive vocabulary
This paper assesses the performance of a vocabulary test designed to measure second language productive vocabulary knowledge.The test, Lex30, uses a word association task to elicit vocabulary, and uses word frequency data to measure the vocabulary produced. Here we report firstly on the reliability of the test as measured by a test-retest study, a parallel test forms experiment and an internal consistency measure. We then investigate the construc…
The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study
An increasing number of high-stakes mathematics standardised tests around the world place an emphasis on using mathematical word problems to assess students’ mathematical understanding. Not only do these assessments require children to think mathematically, but making sense of these tests’ mathematical word problems also brings children’s language ability, reading comprehension and working memory into play. The nature of these test items places a…
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. The authors first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara & Fitzpatrick, 2000) and the Lexical Frequency Pr…
L1 – L2 semantic and syntactic processing: The influence of language proximity
Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge
Exploring the relationship between L2 vocabulary size and academic speaking
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association
This study examined the relationship between second language (L2) learners’ collocation knowledge and oral proficiency. A new approach to measuring collocation was adopted by eliciting responses through a word association task and using corpus-based measures (absolute frequency count, t-score, MI score) to analyze the degree to which stimulus words and responses were collocated. Oral proficiency was measured using human judgements and objective m…
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency
The Impact of Lexical Bundle Length on L2 Oral Proficiency
Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach …
Investigating the Impact of Dialogic and Trialogic Interactive Factors on Chinese Advanced L2 learners' Vocabulary Use in Spoken Contexts
The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners' vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks acros…
Vocabulary Studies in L1 and L2 Development: The Interface Between Theory and Practice
The field of vocabulary studies in first language (L1) and second language (L2) development has seen remarkable growth in recent years, with researchers and practitioners alike recognizing the critical role that lexical knowledge plays in language proficiency
Exploring Potential Factors Affecting Reading Comprehension in EAL Learners: A Preliminary Corpus-Based Analysis
This article presents a study examining the vocabulary knowledge of English as an additional language (EAL) learners in two international schools in Japan in relation to the vocabulary profiles of the textbooks they are required to use in the classrooms. The vocabulary knowledge of 139 participants from two international schools was assessed using either the New Vocabulary Levels Test (NVLT) or the Updated Vocabulary Levels Test (UVLT). These res…
Effects of spacing on the acquisition of explicit and implicit vocabulary knowledge: An approximate replication of Nakata and Elgort (2021)
Research suggests that spaced learning, which incorporates intervals between repetitions of material, facilitates second language (L2) learning more than massed learning, where a given item is repeated multiple times without any intervening trials or time. Although prior studies have suggested that spacing enhances the acquisition of explicit knowledge, it remains unclear whether it aids the acquisition of implicit knowledge. The present study re…
Computer Science (12 works) · Linguistics (12 works) · Psychology (12 works) · Second Language Acquisition and Learning (12 works) · Vocabulary (8 works) · Artificial Intelligence (6 works) · Natural Language Processing Techniques (6 works) · Natural language processing (5 works) · Reading and Literacy Development (5 works) · Vocabulary development (5 works)