RELATIONSHIP BETWEEN LEXICAL COMPETENCE AND LANGUAGE PROFICIENCY: Variable Sensitivity

By Alla Zareva, P. Schwanenflugel, Yordanka Nikolova. Studies in Second Language Acquisition, 2005

189 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/aa198e6b5959ea434ed550443e120d9bddaf6f61

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Citations in the corpus

The Relationship of Lexical Richness to the Quality of ESL Learners' Oral Narratives. (2012, methodology): “…measures, along with measures of accuracy, fluency, and grammatical complexity, can be used as reliable and valid indices of the learner's developmental level or overall proficiency in an L2 (see, e.g., Larsen-Freeman, 1978; Wolfe-Quintero et al., 1998; Zareva, Schwanenflugel, & Nikolova, 2005).”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “In a similar fashion, Zareva et al. (2005) used lexical indices related to quantity and quality of vocabulary to distinguish between intermediate and advanced L2 learners.”
Predicting pauses in L1 and L2 speech: the effects of utterance boundaries and word frequency (2016, unknown): “Vocabulary knowledge has been shown to be a good predictor of overall L2 proficiency (Beglar and Hunt 1999; Zareva et al. 2005).”
The assessment of deep word knowledge in young first and second language learners (2008, background): “It invites questions such as: How is deep word knowledge related to ‘superficial’ word knowledge? What is the role of deep word knowledge in reading comprehension: is it sufficient that this type of knowledge is available to conscious access, or can a child only benefit from deep word knowledge when”
Structure of the second language mental lexicon: how does it compare to native speakers' lexical organization? (2007, background): “…well a word is integrated into the overall network of connections in the L2 learners’ lexicon, within-group associative commonality has a potential to capture differences related to an increase in language proficiency, which nativelike associative commonality does not have (Zareva et al., 2005).”
Receptive vocabulary size and its relationship to EFL language skills (2018, background): “For instance, Zareva et al. (2005) proved that quantity and quality of L2 lexical competence developed as L2 proficiency increased, whereas other aspects such as metacognitive awareness were not found to be proficiency-dependent.”
Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students (2009, background): “The rationale behind the use of this vocabulary test is that lexical competence is a crucial factor in almost all the aspects of L2 proficiency (e.g. Zareva et al., 2005).”