The Relation Between EFL Students' Vocabulary Size and Lexical Richness in Writing  

Oleh:

Nugroho, Ardi

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 44-47.
Topik: Vocabulary size; Lexical richness; Writing
Fulltext: hal 44-47.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Vocabulary is a very important aspect in language learning. Without adequate vocabulary, an EFL learner cannot be expected to communicate well since they have a limited repertoire of lexical items at their disposal. One measure of an EFL learner’s vocabulary is their vocabulary size, which is basically the number of words that a person knows (Schmitt, 2014). Many studies have been conducted on the topic of vocabulary size, some of which deal with how someone’s vocabulary size influences his or her ability to comprehend various texts, or the ability to answer various reading comprehension questions. Nevertheless, a learner’s ability to comprehend text can be considered as a passive skill, and their vocabulary size is also only a measure of their receptive vocabulary. In other words, just because a person recognizes and understands words when reading them from a passage, does not necessarily mean that he or she will use said words in their speaking and writing. Hence, a person’s receptive vocabulary may not always be the same as their productive vocabulary. Based on this, the writer has become interested in exploring the relationship between EFL learners’ vocabulary size and their lexical richness, or their ability to use the words that they know. More specifically, this research attempts to discover whether the learners’ vocabulary size influences their lexical richness in writing. The source of data is the essays from the Final Test for the Writing 2 subject from students of the English Language and Culture Department at Bunda Mulia University. The vocabulary size of the students is measured using the Vocabulary Size Test by Nation and Beglar (2007), and their lexical richness is measured using the Type-Token Ratio (TTR) by Templin (1957) as cited in Šišková (2012). Furthermore, the relation between the students’ vocabulary size and lexical richness is analyzed using Pearson product-moment correlation coefficient to see whether there is a significant relation between these two variables. The findings show that there is no significant correlation between the two variables. Hence, a person with a high vocabulary size does not always mean that he or she will be able to write a lexically rich piece of writing, and vice versa.

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