Vocabulary size and the skills of listening, reading and writing

By Lars Stenius Stæhr. 2008

573 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/abcb8bab647bebe2c961fbec68ca9d22aa935d93

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. N. Schmitt
2. Stuart Webb
3. Junyu Cheng
4. J. Matthews
5. Lars Stenius Stæhr
6. Yanxue Feng
7. Kazuya Saito
8. C. Muñoz

In Developmental and Educational Psychology

1. N. Schmitt
2. Lars Stenius Stæhr
3. Kazuya Saito
4. Stuart Webb
5. Junyu Cheng
6. J. Matthews
7. C. Muñoz
8. Yanxue Feng

Citations in the corpus

• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Stæhr (2008) investigated the strength of association between the L2 vocabulary knowledge of 88 Danish EFL students and their L2 listening and reading comprehension.”
• Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “…2015; Meara and Jones 1990; Meara and Milton 2003; Milton 2009, 2010, 2013; Milton, Wade and Hopkins 2010; Qian 1999, 2002; Schoonen et al. 2003; Stæhr 2008, © 2016 Association for Language Learning CONTACT Takumi Uchihara takumi1356@gmail.com Supplemental data for this article can be accessed…”
• Effect of Frequency and Idiomaticity on Second Language Reading Comprehension. (2011, background): “…attention to the 2,000–3,000 most common words in English is pedagogically sound since they provide around 80% of text coverage (e.g., O’Keeffe, McCarthy, & Carter, 2007; Read, 2004, p. 148; Stæhr, 2008) deserves closer scrutiny, because those words are often merely tips of phraseological icebergs.”
• Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words? (2012, background): “Example of idioms CATSS (L2 English) 160 TESOL Journal”
• VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “In general, studies have found signifi cant correlations between vocabulary size and reading comprehension tests in the range from .50 to .85 for EFL learners from different profi ciency levels (e.g., Henriksen, Albrechtsen, & Haastrup, 2004 ; Laufer, 1992 ; Qian, 1999 , 2002 ; Stæhr, 2008 ).”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “…lexical coverage targets for comprehension, ranging from 90% to 98%, depending on the type of discourse (Hu & Nation, 2000; Laufer, 1989; Nation, 2006; Webb & Rodgers, 2009; Van Zeeland & Schmitt, 2013) or the benchmark on which the comprehension level was based (Hu & Nation, 2000; Stæhr, 2008).”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “In sum, only three studies have systematically inquired into the relationship between vocabulary size and more than two language skills, namely Zimmerman (2004), Staehr (2008) and Milton et al. (2010).”
• Linguistic features in writing quality and development: An overview (2020, unknown): “…Fitzgerald & Shanahan, 2000; Tierney & Shanahan, 1991), greater vocabulary knowledge (Allen & McNamara, 2014; Allen, Snow, Crossley et al., 2014; Stæhr, 2008), grade level (Attali & Powers, 2008), greater flexibility (Allen, Snow, & McNamara, 2014; 2016), and more writing-specific knowledge…”
• The Principles and the Teaching of English Vocabulary: A Review (2019, background): “́ A related study by Staehr (2008) shows, regardless of the various degree of its contribution, that the number of the vocabulary positively predicts the language skills: listening, speaking, reading and writing.”