EFL students' vocabulary size and lexical collocational knowledge  

Oleh:

Nugroho, Ardi

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 247-251.
Topik: vocabulary size; lexical collocation; receptive knowledge; productive knowledge
Fulltext: 247 Ardi Nugroho-OK.pdf (347.92KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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It has been found that EFL learners often have difficulty producing proper English lexical collocations. This may be due to the influence of their L1, or it may even be due to the fact that they lack the precise vocabulary to string words together in a native-like manner. In other words, if they do not even know what words to use, how are they expected to combine them appropriately with other words to produce an accurate collocation? The total amount of words that a learner knows is referred to as vocabulary size (Schmitt, 2014). Moreover, a learner’s vocabulary knowledge can be classified into receptive and productive knowledge (Laufer and Goldstein, 2004 as cited in Pignot-Shahov, 2012). Receptive knowledge deals with a learner’s recognition of a word, whereas productive knowledge involves a learner’s understanding of how to use the words at their disposal. Various studies have been conducted on the topic of vocabulary size, some of which highlighted the positive correlation between learners’ vocabulary size and their reading comprehension skills as well as their ability to produce writings with high lexical richness (Alavi and Akbarian 2012; Azodi, et al. 2014). Nonetheless, few researches have investigated the relation between vocabulary size and collocational knowledge, particularly for EFL learners in Indonesia. Therefore, this study is an attempt to explore the correlation between these two variables. The participants for this study include students from the second semester of the English department at Bunda Mulia University. Their vocabulary size is measured using the Vocabulary Size Test by Nation and Beglar (2007), and the data for the collocation is collected by employing an adapted version of Gyllstad’s (2007) receptive and Nikonzika’s (2012) productive collocation tests. The lexical collocation is limited to verb + noun collocations. In order to find out the relation between vocabulary size and the receptive and productive knowledge of the students’ verb + noun collocations, the Pearson product-moment correlation is utilized. The findings reveal that there is a strong positive correlation between vocabulary size and both receptive and productive lexical collocational knowledge. It is also found that the average productive knowledge of the students is higher than the receptive knowledge, which is quite surprising as receptive knowledge is usually better. Finally, it should be noted that there is evidence that L1 influences the way the students determine verb + noun collocations, especially in the receptive vocabulary test.

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