The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading

By Junyu Cheng, J. Matthews. 2018

135 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1d45e127f70d20a09ba0b7641fb72afd1f4b6d31

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. I. Miralpeix
2. C. Muñoz
3. Stuart Mclean
4. J. Stewart
5. A. Batty

In Developmental and Educational Psychology

1. I. Miralpeix
2. C. Muñoz
3. Stuart Mclean
4. J. Stewart
5. A. Batty
6. D. Lasagabaster
7. R. Dekeyser

In Language and Linguistics

1. I. Miralpeix
2. C. Muñoz
3. Stuart Mclean
4. J. Stewart
5. A. Batty
6. D. Lasagabaster
7. Liss Kerstin Sylvén
8. R. Dekeyser

Citations in the corpus

• Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach (2020, result): “These differences in predictive power or associative strength, which are of statistical and practical significance, appear to be in contradiction to Laufer and Aviad-Levitsky’s (2017) hypothesis that tests of meaning recognition are better predictors of reading proficiency than tests of meaning-reca”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “In a similar vein, Cheng and Matthews (2018) distinguish between Productive/Phonological Vocabulary Knowledge (ProPhon) and Productive/Orthographic (ProOrth) and show that while the former explains variation in L2 listening scores, the latter is more closely related to reading scores.”