The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 ...The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.展开更多
文摘The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.
