Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input

By A. Vermeer. Applied Psycholinguistics, 2001

441 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/57ca5c4ff0c5a6727f1bc29f4678d14345607bfd

How researchers see this paper

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In Developmental and Educational Psychology

1. N. Schmitt
2. C. Muñoz
3. Stuart Webb
4. C. Patrick Proctor
5. R. Silverman
6. J. Paradis
7. P. Uccelli
8. Alla Zareva

Citations in the corpus

• RELATIONSHIP BETWEEN LEXICAL COMPETENCE AND LANGUAGE PROFICIENCY: Variable Sensitivity (2005, background): “…of responses, although, as their proficiency increases, some aspects of their associative connections develop toward the NS norms ~e+g+, Meara, 1978; Vermeer, 2001!+ Consequently, several relatively distinct lines of L2 WA research developed, which differ primarily in the perspective from which…”
• Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English 1 (2006, background): “However, the meaning of the development of students’ vocabulary could be different on different ability levels: It might be more and more difficult to learn new words from a higher frequency level (see Vermeer, 2001 ).”
• Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school (2013, background): “It has been suggested that words can be related in a number of ways (Vermeer, 2001) and this relationship, semantic awareness, may be another component of vocabulary depth that contributes to reading comprehension.”
• The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “In a study of second grade Dutch-Arabic bilinguals in Holland, Vermeer (2001) found correlations between semantic awareness and vocabulary breadth in Dutch to be so high that the two measures were indistinguishable.”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “It is known that there are high correlations between measures of size and of depth (Vermeer 2001; Schmitt 2014).”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Among various descriptive frameworks of VK, one of the most well-known frameworks is Anderson and Freebody’s (1981) concept of vocabulary breadth and vocabulary depth (Qian, 1999, 2002; Qian & Schedl, 2004; Vermeer, 2001; Wesche & Paribakht, 1996).”
• The assessment of deep word knowledge in young first and second language learners (2008, background): “Younger children possess less deep lexical knowledge than older children, and L1 monolingual children generally possess more deep lexical knowledge than L2 bilingual children (Ordóñez, Carlo, Snow & McLaughlin, 2002; Verhallen, 1994; Verhallen & Schoonen, 1993; Vermeer, 2001; Wolter, 2001).”
• Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism (2003, background): “Recent studies illustrate that the breadth and depth of vocabulary affects not only reading success (Stanovich, 1986; Wood, 2001) but also overall success in school (Vermeer, 2001).”
• Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders (2011, background): “Vermeer (2001) suggests that semantic relations are like ‘‘nodes in a network’’ (p. 218), and may be connected by category (e.g., animals), phonology (rhyming), morphology (common root words or affixes), and via synonyms and antonyms.”
• Home and community factors influencing bilingual children’s ethnic language vocabulary development (2012, neutral): “Furthermore, vocabulary knowledge contributes to overall oral proficiency, word reading ability, reading comprehension, and school achievement (Gathercole & Thomas, 1992; Gathercole, Thomas, & Hughes, 2008; Tabors, Páez, & López, 2003; Vermeer, 2001).”
• Structure of the second language mental lexicon: how does it compare to native speakers' lexical organization? (2007, background): “This approach was further encouraged by findings suggesting that L2 learners tend to show less consistent patterns of associative commonality than NSs, though there is development toward the NSs’ norms with an increase in proficiency (e.g. Meara, 1978; Vermeer, 2001).”
• Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “Similarly, Vermeer (2001) worked with second-grade Dutch–Arabic bilinguals in Holland and found correlations between depth and breadth of vocabulary knowledge to be so high that he determined they were indistinguishable.”
• Vocabulary Growth and Reading Development across the Elementary School Years (2011, result): “The results of previous studies nevertheless suggest that the structural relations between the different variables involved in the development of reading may differ for such groups (cf. Droop & Verhoeven, 2003; Verhoeven, 2000; Vermeer, 2001).”
• Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Vermeer (2001) likened word knowledge to “nodes in a network” (p. 218), linked across numerous dimensions that include both breadth and depth of knowledge, with denser networks indicating greater knowledge of and about a word.”
• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “A good example of this is the oft-cited paper by Vermeer (2001), who suggests that, for all practical purposes, size is indistinguishable from depth.”