Word knowledge in academic literacy skills among collegiate ESL learners
Bibliographic Data
| ID | 21196949 |
|---|---|
| Authors | Haomin Zhang (0000-0002-9439-1625, East China Normal University, corresponding author), Winfred Wenhui Xuan (0000-0002-2916-7432, Hong Kong Polytechnic University) |
| Year | 2019 |
| Volume | 10 |
| Issue | 2 |
| Pages | 201-218 |
| Publication date | 2019-05-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2017-0057 |
| OpenAlex | W2766687883 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
The study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills
Comprehension · Linguistics · Literacy · Mathematics education · Pedagogy · Reading comprehension · Teaching method · Vocabulary · Vocabulary development · Word recognition · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
A Finer‐Grained Exploration of Morphological Knowledge in EFL Reading Among Chinese College Learners
Understanding textual meaning-making in Chinese high school EFL learners’ writing
Unpacking the Relation Between Oral Language and Written Composition
Multicultural awareness and foreign language learning among Chinese college students
The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language
Learning Vocabulary in Another Language
Insights into Second Language Reading
Vocabulary size and the skills of listening, reading and writing
The acquisition of English derivational morphology
The relationship of lexical proficiency to the quality of ESL compositions
Trajectories of the Home Learning Environment Across the First 5 Years
Development of morphological awareness in Chinese and English
The role of knowledge in discourse comprehension
The Effects of Vocabulary Breadth and Depth on English Reading
The development of a new measure of L2 vocabulary knowledge
What Is Academic Vocabulary
Words as Tools
What's meaning got to do with it
Morphological Awareness in Literacy Acquisition of Chinese Second Graders
Tracking the Incremental Acquisition of Second Language Vocabulary
Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance
The Learning and Use of Academic English Words
| Citations per year | 0.71 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |