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Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

Ahmed Masrai Orcid Logo, Jim Milton, Dina Abdel Salam El-Dakhs, Heba Elmenshawy

Asian-Pacific Journal of Second and Foreign Language Education, Volume: 6, Issue: 1

Swansea University Author: Jim Milton

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DOI (Published version): 10.1186/s40862-021-00114-5

Abstract

This study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly,...

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Published in: Asian-Pacific Journal of Second and Foreign Language Education
ISSN: 2363-5169
Published: Springer Science and Business Media LLC 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa60400
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first_indexed 2022-07-07T15:28:57Z
last_indexed 2023-01-13T19:20:30Z
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spelling 2022-07-13T12:16:18.8937554 v2 60400 2022-07-07 Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge 7d251e1952cec9d77ed4fc21346fec8d Jim Milton Jim Milton true false 2022-07-07 FGHSS This study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge. Journal Article Asian-Pacific Journal of Second and Foreign Language Education 6 1 Springer Science and Business Media LLC 2363-5169 Vocabulary size, Academic vocabulary, Specialist vocabulary, General vocabulary, Academic achievement, AWL 7 6 2021 2021-06-07 10.1186/s40862-021-00114-5 COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University The researchers thank Prince Sultan University for funding this research project through the research lab [Applied Linguistics Research Lab- RL-CH-2019/9/1]. 2022-07-13T12:16:18.8937554 2022-07-07T16:11:49.8168788 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Ahmed Masrai 0000-0002-6778-5952 1 Jim Milton 2 Dina Abdel Salam El-Dakhs 3 Heba Elmenshawy 4 60400__24489__772c3d058b144ceab9a21468c88e2883.pdf 60400.VOR.pdf 2022-07-07T16:27:20.2695354 Output 682984 application/pdf Version of Record true © The Author(s). 2021 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made true eng http://creativecommons.org/licenses/by/4.0/
title Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
spellingShingle Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
Jim Milton
title_short Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
title_full Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
title_fullStr Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
title_full_unstemmed Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
title_sort Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge
author_id_str_mv 7d251e1952cec9d77ed4fc21346fec8d
author_id_fullname_str_mv 7d251e1952cec9d77ed4fc21346fec8d_***_Jim Milton
author Jim Milton
author2 Ahmed Masrai
Jim Milton
Dina Abdel Salam El-Dakhs
Heba Elmenshawy
format Journal article
container_title Asian-Pacific Journal of Second and Foreign Language Education
container_volume 6
container_issue 1
publishDate 2021
institution Swansea University
issn 2363-5169
doi_str_mv 10.1186/s40862-021-00114-5
publisher Springer Science and Business Media LLC
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 1
active_str 0
description This study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.
published_date 2021-06-07T04:18:29Z
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score 11.036706

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