Welcome to Francis Academic Press
Login | Register

Frontiers in Educational Research, 2023, 6(24); doi: 10.25236/FER.2023.062425.

An Exploration of the Relationship between Vocabulary and Affix Knowledge Based on SPSS: Taking Chinese EFL Postgraduate Students as an Example

Author(s)

Lijun Yuan, Muyang Niu

Corresponding Author:
Lijun Yuan
Affiliation(s)

School of Foreign Languages, Liaoning Institute of Science and Technology, Benxi, China

Abstract

This article aims to further explore the causes of differences in L2 vocabulary acquisition and provide insights for EFL vocabulary teaching by conducting a quantitative study on the form-meaning link and word part knowledge of Chinese EFL graduate students, and the relationship between the two. The study primarily utilizes the UVLT (Updated Vocabulary Level Test) to assess the participants' vocabulary proficiency and the WPLT (Word Part Level Test) to assess their affix knowledge. The correlation between these two aspects is analyzed using SPSS. The results show a strong correlation between the form-meaning link and word part knowledge, and the intake of affix knowledge can be used as an essential element of L2 vocabulary teaching, and can be further explored in the future.

Keywords

Vocabulary Assessment; Vocabulary Teaching; SLA; SPSS

Cite This Paper

Lijun Yuan, Muyang Niu. An Exploration of the Relationship between Vocabulary and Affix Knowledge Based on SPSS: Taking Chinese EFL Postgraduate Students as an Example. Frontiers in Educational Research (2023) Vol. 6, Issue 24: 156-162. https://doi.org/10.25236/FER.2023.062425.

References

[1] Nation, I. S. P.Learning vocabulary in another language. Second edition. Cambridge: Cambridge University Press. 2013.

[2] Schmitt, N. Vocabulary in language teaching. Cambridge: Cambridge University Press. 2000.

[3] Sasao, Y. and Webb, S. The Word Part Levels Test. Language Teaching Research, 2017, 21 (1), pp.12-30.

[4] Ishii, T. and Schmitt, N. Developing an Integrated Diagnostic Test of Vocabulary Size and Depth. Regional Language Centre Journal, 2009, 40 (1), pp.5-22.

[5] Ellis, R. Factors in the incidental acquisition of second language vocabulary form oral input: a review essay. Applied Language Learning, 1994, 5, pp.1-32.

[6] Vanpatten, B., Williams, J.,Rott, S. and Overstreet, M. Form-Meaning Connections in Second Language Acquisition. USA: Lawrence Erlbaum Associates. 2004.

[7] Schmitt, N. Researching Vocabulary: A Vocabulary Research Manual. London: Palgrave Macmillan. 2010.

[8] Nation, I. S. P. Learning vocabulary in another language. Cambridge: Cambridge University Press. 2001.

[9] Schmitt, N. and Meara, P. Researching vocabulary through a word knowledge framework: word associations and verbal suffixes. Studies in Second Language Acquisition, 1997, 19, pp.17-36.

[10] Vanderstoep, S. W. and Johnston, D.D. Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches. San Francisco: Jossey-Bass. 2009.

[11] Webb, S., Sasao, Y. and Ballance, O. The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. International Journal of Applied Linguistics, 2017, 168 (1), pp.33-69.

[12] Noprianto, E. and Purnawarman, P. EFL students’ vocabulary learning strategies and their affixes knowledge. Journal of Language and Linguistic Studies, 2019, 15 (1), pp.262-275.

[13] Yang, J. L. ChatGPT: Generative AI versus “Socratic Inquiry”. Journal of Shanghai Normal University (Philosophy and Social Sciences Edition), 2023, 2, pp. 14-21. 

[14] Zhang, R. The Impact of Generative Artificial Intelligence Technology on Education—An Interview on ChatGPT. Audiovisual Education Research, 2023, 2, pp. 5-14.