The effects of formal and informal exposure to English on receptive vocabulary knowledge among the...

7/31/2019 The effects of formal and informal exposure to English on receptive vocabulary knowledge among the levels of 1

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Institut suprieur des langues de Tunis

Dpartement dAnglais

The effects of formal and informal exposure to English on receptive

vocabulary knowledge among the levels of 1st and 3rd year students of

English in ISLT.

By: Yousra Selmi

2011


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Introduction

Within the field of EFL teaching, several researchers postulate that vocabulary is of a

great importance in developing the 4 language skills (Richards & Renandya 2002). Vocabulary

knowledge is a necessary indicator, among others, of successful learning of a language since

whole sections of international tests, like the TOEFL, the IELTS etc., are devoted to test it.

Testing vocabulary plays a crucial role in assessing EFL proficiency (Zimmerman 2004). In

fact, Vocabulary is a core component of language proficiency and provides much of the basis

for how well learners speak, listen, read and write (Richards & Renandya 2002) put simply

how well learners communicate. In the process of communication, an EFL learner should be

able to understand the speaker thanks to their receptive vocabulary. Actually, Receptive words

are those which readers understand but which they do not necessarily use (Nunan 1991). In

this perspective, various researchers associate vocabulary with comprehension and view

improvement in comprehension as a primary goal of vocabulary instruction (McKeown &

Curtis 1987). Since vocabulary is needed to achieve comprehension and communication, it is

necessary to emphasize quality ISLT EFL teaching and to have better achievers in terms of

receptive vocabulary size. In this study, the effects of learners exposure to English (inside and

outside English classes) on their receptive vocabulary size will be investigated. This study is

significant because it seeks fostering vocabulary learning and limiting the number of students

with impoverished vocabulary knowledge and with vocabulary-related communication

problems. If exposure to English is found to enhance vocabulary size, then it may be useful to

raise students and teachers awareness of what they need to do in order for the student to reach a

broader receptive vocabulary size. Teachers can, for example, make their students aware of the

importance of vocabulary in reading comprehension and in communication. They may also

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encourage students to do intensive readings at home, to watch English T.V. programs, to listen

to English songs, communicate in English with classmates, friends etc

The status of vocabulary in the curriculum

The status of vocabulary in the curriculum has been changing according to approaches

of teaching. Vocabulary was hardly considered during the 1960s when the structuralist

approaches were applied to teaching, basically in audiolingualism. Focus was on the form of the

language, i.e. grammar was emphasized at the expense of other components of the language.

Grammar was taught heavily to promote accuracy. However, when the communicative

approach emerged in the 1980s, the status of vocabulary became enhanced because there was a

shift of emphasis from accuracy to fluency and appropriateness, from form to meaning (Nunan

1991; Richards & Renandya 2002; Shmitt 2000).

Receptive Vocabulary size

Several attempts have been made to decide on the size of the receptive vocabulary of

English by using dictionaries and frequency counts (Goulden, Nation & Read 1990). The

number of words known by college students and adults, for example, ranges from 3,000 words

to 216,000 words (Fries and Traver 1960; Lorge and Chall 1963; Diller 1978, cited in Nation

and Read 1990). These attempts were quite divergent in terms of their estimates. Thorndike

1924, Lorge and Chall 1963 account for this divergence by referring to the methodological

problems involved in measuring vocabulary size (Goulden, Nation & Read 1990). When using

dictionary estimates, one may face the problem of what to consider a word and whether proper

nouns and affixes should count as words (Goulden, Nation & Read 1990; Shmitt 2000). The

method of frequency counts was based on different researchers views of minimum adequate

speech vocabulary with which a learner should be equipped. West (1960) developed a list of

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1,200 words based on a frequency count of the 2,000 most frequent words of English (Nunan

1991). Ogden 1930 and Richards 1943 developed another list of basic English vocabulary

that contained a less number of words; 850 words. These lists were criticized for they restrict

the comprehension of the learners to one surface meaning for each word as Carter and

McCarthy (1988) demonstrated. Besides, using these lists would yield under- equipped

learner who need a much more extensive receptive vocabulary to be able to deal with the

authentic language (Nunan 1991).

Exposure to English

Exposure can be formal or informal or a mixture of the two. Formal exposure includes

the number of years of instruction of English that students have received in an EFL context, as

in the Tunisian educational system as well as the extent to which the students are presented to

linguistic English materials during English classes. However, informal exposure is the extent to

which the students have contact with sources that are presented in English outside English

classes such as everyday communication in ESL contexts, watching English T.V. channels,

chatting in English, reading English books, magazines and newspapers

Previous research (Parry 1993, Lin 2004, Suling 2005) show that learners who experience more

exposure to a language are usually more proficient than others who are less exposed to that

language. ESL learners, who integrate in the immediate context of the native language, are more

proficient in that language than others who experience less exposure to it (Parry 1993, cited in

Shmitt 2000; Lin 2004; Suling 2005). Therefore, vocabulary, as a component of language, is

also promoted by exposure to the target language. In fact, Explicit vocabulary instruction, even

at its best, cannot produce substantial gains in overall vocabulary size or in reading

comprehension. Major progress toward these goals can be attained only be increasing incidental

vocabulary learning (McKeown & Curtis 1987). Therefore, to assure a higher quality of

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teaching and to yield better achievers in the English language and English vocabulary in

particular, one should consider the effects of exposure to English on learning. As a result, if

exposure to English yields positive effects on the receptive vocabulary size of the learners, it

may be necessary for learners of English as a foreign language to be exposed to English.

The present study aims to check whether formal and informal exposure of ISLT 1st and

3rd year students to English promotes their receptive vocabulary size. The following questions

are raised:

1) To what extent does formal exposure to English promote receptive vocabulary

knowledge?

2) To what extent does informal exposure to English promote receptive vocabulary

knowledge?

3) How significant is progress in the level among ISLT students of English in improving

receptive vocabulary knowledge?

Methodology section

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Informants

This study is based on a comparison between 2 groups in terms of level. The groups will

be selected from 1st and 3rd year students of English at ISLT through a stratified random

sampling. The population size is 237 for 1st year students and 377 for 3rd year students. To

obtain proportionate groups, 15% of the students from each population are going to participate:

35 students from 1st year and 56 from 3rd year.

Research instruments

Data will be collected through the use of 2 instruments which are English language

exposure scale as a self report and Vocabulary Levels Test (VLT) as a measure of receptive

vocabulary.

These tests are chosen for they are designed and recommended to measure the degree of

exposure to English and receptive vocabulary. Both tests will be distributed at the same time.

1. The English language exposure scale

The English language exposure scale, developed by Magno et al. (2009), is a semi

structured frequency scale. This scale is originally devised to measure the degree of formal and

informal exposure of Taiwanese college students to English. The scale is going to be modified

so that it aims at measuring the degree of formal and informal exposure of Tunisian college

students to English, therefore promoting validity for the present study. English language

exposure scale originally comprises 23 statements which are sorted into 4 sections: home,

friends, school and media. In each section, the degree of exposure to English is to be measured.

For instance, the following table provides one example of statements from each section

respectively. The informants are expected to rate these statements, based on their experience,

from always to never.

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Always often sometimes rarely never

o My parents talk in English.

o My friends speak in English.

o My teachers speak in English.

o I chat online in English.

After applying some changes, the scale now is made up of 21 statements that are classified into

3 sections: friends, school and media. Each section comprehends respectively 5, 5, 13

statements. First, the section home which originally contains statements such as English is

spoken at home and I converse in English among my family is omitted from the scale

because this section is relevant to Taiwanese ESL context, not to Tunisian EFL context. In other

words, Taiwanese students are exposed to English in their immediate environment while

Tunisian students learn English in a formal context i.e. in a classroom. Second, 3 statements are

added to the friends section such as I communicate with friends who speak English, I

converse with foreigners using English. These items are added in order to elicit more

information about the students exposure to English and to achieve some balance among the

sections. (see appendix A).

In order to obtain accurate responses, the informants will be asked to rate each statement

on a five point scale from always to never by ticking the column that best corresponds to their

situation. The scale does not take more than 5 minutes. Information about the respondents

which are gender, nationality, age and school were replaced by name and class level to serve the

aim of the study through comparing the students receptive vocabulary size in relation to their

exposure to English on the one hand, and to the class level on the other hand.

2. Vocabulary Levels Test (VLT)

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Vocabulary Levels Test, designed by Nation (1990), is a recognition test which is

considered to be a highly recommended standard test of measuring receptive vocabulary

(Nation, 1990, cited in Mochida, A. & Harrington, M. 2006). VLT was tested by many

researchers such as Cameron (2002) who believes that The Vocabulary Levels Test offers a

useful research and pedagogic tool in additional language learning contexts, yielding an overall

picture of receptive vocabulary learning across groups (Cameron, 2002). From this

perspective, VLT promotes reliability. In the present study, it is necessary to find out to what

extent 1st and 3rd year students of English master high frequency words, and know low

frequency words. Administering the same test to both groups allows a direct comparison of test

performance among 1st and 3rd year students of English and at the same time among students

with different degrees of exposure to English. The test comprises 5 word frequency levels

which range from high frequency words to low frequency words. The 2.000 word level and the

3.000 word level are high frequency words. The 5.000 word level is between high and low

frequency words. The Academic Word Level is high frequency words for university students

and the 10.000 word level is low frequency words. Each level of them contains 36 words to be

defined as well as 18 items, i.e., 18 definitions. The respondents will be asked to match three

out of the six words on the left with the definitions given on the right. The test does not take

more than 15 minutes (see appendix B).

Cited works

Goulden, R., Nation, P & Read, J. (1990). How large can a receptive vocabulary be?

Victoria University of Welligton.

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Retrieved from: http://www.victoria.ac.nz/

McKeown, M. G. & Curtis, M. E. (1987). The Nature of vocabulary acquisition. US:

Routledge

Retrieved from:http://books.google.com/

Lin, P.T. (2004). The relationship between learners informal exposure to English

outside English classes and their achievement in the Sijil Pelajaran Malaysia (SPM) English

result. Universiti Teknologi Malaysia

Retrieved from: http://www.fp.utm.my/

Magno, C., Kirk, M. Lajom, J. A., Regodon, J. R & Bunagan, K.S. (2009). Assessing

the level of English language exposure of Taiwanese College students in Taiwan and the

Philippines,Asian EFLJournal.

Retrieved from: http://www.asian-efl-journal.com/

Mochida, A. & Harrington, M. (2006). The Yes/No Test as a Measure of Receptive

Vocabulary Knowledge.

Retrieved from: http://www.eric.ed.gov/

Nation. P. (1990). Vocabulary Levels Test.

Retrieved from: http://www.lextutor.ca/

Nunan, D. (1991).Language teaching methodology. UK: Prentice Hall International

Richards, J.C. & Renandya, W. A. (2002). Methodology in language teaching: an

anthology of current practice. UK: Cambridge University Press.

Retrieved from: http://books.google.com/

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http://books.google.com/http://books.google.com/http://books.google.com/


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Suling,Y. (2005). The effect of exposure to meaning of unknown vocabulary on reading

comprehension in the target language of second year Chinese College students, Celea journal.

Retrieved from: http:// www.elt-china.org/

Zimmerman, K. J. (2004). The role of vocabulary size in assessing second language

proficiency. Brigham Young University.

Retrieved from: http://eurosla.org/

Appendix

A) English language exposure scale Name:

Class level:

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I am Yousra Selmi, a masters student. I am carrying out a study about the effects of students

exposure to English on their receptive vocabulary knowledge.

This scale aims at finding out the degree of your exposure to English. Your answers will be

used for purely research purposes. Thank you for your cooperation.

Read each item and tick the column that best corresponds to your situation. It will not take youmore than 5 mins.

Always Often Sometimes Rarely Never

1. My local friends speak English.

2. I talk with my friends using English.

3. I communicate with friends who speak English.

4. I converse with foreigners using English.

5. When Im talking to my friends, I dont speak

English.

6. My teachers speak English.

7. The activities in my school are conducted in

English.

8. My classmates speak English.

9. My school encourages students to speak English.

10. The medium of instruction used in the classroom

is English.

11. I chat online in English.

12. I send text messages in English.13. I receive text messages in English.

14. I browse web pages that are written in English.

15. I listen to songs in English.

16. I watch movies in English.

17. I watch TV shows in English.

18. I read magazines written in English.

19. I read newspapers written in English.

20. I read books written in English.

21. The information I read around is in English.

B) Vocabulary Levels Test Name:

Class level:

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I am Yousra Selmi, a masters student. I am carrying out a study about the effects of students

exposure to English on their receptive vocabulary knowledge.

This vocabulary test aims at measuring your receptive vocabulary knowledge. Your answers

will be used for purely research purposes. Thank you for your cooperation.

Match three of the six words on the left with the definitions given on the right. Write thenumber of each word next to its meaning.The test will not take you more than 15 mins.

1. original

2. private complete

3. royal first

4. slow not public

5. sorry

6. total

1. apply

2. electchoose by

voting

3. jumpbecome like

water

4. manufacture make

5. melt6. threaten

1. blame

2. hidekeep away

from sight

3. hit

have a bad

effect on

something

4. invite ask

5. pour

6. spoil

1. accident

2. choice

having a high

opinion of

yourself

3. debtsomething you

must pay

4. fortuneloud, deep

sound

5. pride6. roar

1. basket

2. crop

money paid

regularly for

doing a job

3. flesh heat

4. salary meat

5. temperature

6. thread

1. birth

2. dust being born

3. operation game

4. row winning

5. sport

6. victory

1. administration

2. angel

managing

business and

affairs

3. frontspirit who

serves God

4. herd group of

1. bench

2. charitypart of a

country

3. forthelp to the

poor

4. jar long seat

5. mirror

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animals

5. mate

6. pond

6. province

1. coach

2. darlinga thin, flat

piece cut from

something

3. echo

person who is

loved very

much

4. interiorsound reflected

back to you

5. opera

6. slice

1. marble

2. palm inner surfaceof your hand

3. ridge excited feeling

4. scheme plan

5. statue

6. thrill

1. discharge

2. encounter

use pictures or

examples to

show the

meaning

3. illustrate meet

4. knitthrow up into

the air

5. prevail

6. toss

1. annual

2. blankhappening

once a year

3. brilliant certain

4. concealed wild

5. definite

6. savage

1. alcohol

2. apron

cloth worn in

front to protect

your clothes

3. lurestage of

development

4. mess

state of

untidiness or

dirtiness

5. phase

6. plank

1. circus

2. jungle

speech given

by a priest in a

church

3. nominationseat without a

back or arms

4. sermonmusical

instrument

5. stool

6. trumpet

1. apparatus 1. bruise

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2. compliment

set of

instruments or

machinery

3. revenue

money

received by the

government

4. scrapexpression of

admiration

5. tile

6. ward

2. exile

agreement

using property

as security for

a debt

3. ledge narrow shelf

4. mortgage

dark place on

your body

caused by

hitting

5. shovel

6. switch

1. blend

2. devisehold tightly in

your arms

3. embroider plan or invent

4. hug mix

5. imply

6. paste

1. desolate

2. fragrantgood for your

health

3. gloomy sweet-smelling

4. profound dark or sad

5. radical

6. wholesome

1. affluence

2. axisintroduction of

a new thing

3. episodeone event in a

series

4. innovation wealth

5. precision

6. tissue

1. deficiency

2. magnitudeswinging from

side to side

3. oscillation respect

4. prestige lack

5. sanction

6. specifition

1. configuration

2. discourse shape

3. hypothesis speech

4. intersection theory

5. partisan

6. propensity

1. anonymous

2. indigenouswithout the

writer's name

3. maternalleast possible

amount

4. minimum native

5. nutrient

6. modification1. elementary 1. coincide

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2. negative

of the

beginning

stage

3. staticnot moving or

changing

4. random final, furthest

5. reluctant

6. ultimate

2. coordinate

prevent people

from doing

something they

want to do

3. expel add to

4. frustratesend out by

force

5. supplement

6. transfer

1. acquiesce

2. contaminate

work at

something

without serious

intentions

3. creaseaccept without

protest

4. dabblemake a fold on

cloth or paper

5. rape

6. squint

1. blaspheme

2. endorsegive care and

food to

3. nurture speak badlyabout God

4. overhaul slip or slide

5. skid

6. straggle

1. auxiliary

2. candidfull of self

importance

3. dubioushelping,

adding support

4. morose bad-tempered

5. pompous

6. temporal

1. anterior

2. concavesmall and

weak

3. interminableeasily

changing

4. puny endless

5. volatile

6. wicker

1. dregs

2. flurry

worst and most

useless parts of

anything

3. hostage natural liquidpresent in the

1. auspices

2. casualty

being away

from other

people

3. froth someone killedor injured

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mouth

4. jumbleconfused

mixture

5. saliva

6. truce

4. haunch

noisy and

happy

celebration

5. revelry

6. seclusion

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