scholarly journals The Dutch Auditory & Image Vocabulary Test (DAIVT): A New Dutch Receptive Vocabulary Test for Students

2021 ◽  
Vol 61 (1) ◽  
pp. 1
Author(s):  
Ibrich Bousard ◽  
Marc Brysbaert
Keyword(s):  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Auditory Image

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

German schools abroad: Hotspots of elite multilingualism?

2016 ◽  
Vol 15 (3) ◽  
pp. 224-237 ◽  
Author(s):  
Anne E Sander ◽  
Wilfried Admiraal
Keyword(s):  
Quantitative Study ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Multilingual Students ◽  
German School ◽  
The Hague ◽  
The Difference ◽  
Linguistic Backgrounds

While multilingualism itself is a widely analyzed topic, a study about multilingualism at German schools abroad is so far unique. This quantitative study investigates the differences in the size of German expressive and receptive vocabulary between monolingual and multilingual students, aged between 5 and 11 years. A cohort of 65 multilingual students with diverse linguistic backgrounds recruited from a German school abroad in The Hague, The Netherlands, was compared to a group of 880 monolingual students at schools within Germany. To test the children’s vocabulary size, the Wortschatz- und Wortfindungstest für 6- bis 10-Jährige developed by Glück was administered. The study revealed partly significantly lower scores in the expressive vocabulary test for the multilingual students, as hypothesized by the researchers and detected in previous studies examining the difference between populations of multilingual and monolingual speakers of one particular language. In the receptive vocabulary test, the multilingual and monolingual students’ scores did not differ significantly, a result consistent with findings in similar studies.

Lexical acquisition over time in minority first language children learning English as a second language

2008 ◽  
Vol 29 (1) ◽  
pp. 41-65 ◽  
Author(s):  
HEATHER GOLBERG ◽  
JOHANNE PARADIS ◽  
MARTHA CRAGO
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
First Language ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Lexical Resources ◽  
Lexical Development ◽  
Second Language Development ◽  
Mental Age ◽  
Language Sampling

ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb do, an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's English lexical development, and nonverbal intelligence showed some limited influence on vocabulary outcomes; however, English use in the home had no consistent effects on vocabulary development.

The development of lexical semantics for Mandarin-speaking children in China: An exploratory study based on the East China Normal University Vocabulary Test

2021 ◽  
Vol 5 (3) ◽  
pp. 205-217
Author(s):  
Yibin Zhang ◽  
Xiyu Dai ◽  
Jing Zhou
Keyword(s):  
Old Age ◽  
Receptive Vocabulary ◽  
East China ◽  
Vocabulary Test ◽  
Age Group ◽  
Expressive Vocabulary ◽  
Language Abilities ◽  
Semantic Categories ◽  
Normal University ◽  
Phonetic Errors

Through the compilation and research of the East China Normal University Vocabulary Test, this study explored the development of receptive and expressive language abilities of 58 children in the 2–3-year-old age group and 36 children in the 4–5-year-old age group. Results found that the children’s score of receptive vocabulary is higher than the score of expressive vocabulary, while there is a significant correlation between receptive vocabulary and expressive vocabulary. Moreover, children in the group of 2–3-year-olds had significantly lower scores than children in the group of 4–5-years-olds in both receptive and expressive vocabulary. Further analysis points out the earliest and most common word class of children is nouns, followed by verbs. Among the verbs, active verbs are the first to be acquired. Classifiers are the last acquired vocabulary by Chinese children. The exploration of phonetic errors reflects that children of 2–3 years old tend to misunderstand words by the similar sounds in words, but as their age increases, the number of phonetic errors decreases. Moreover, the results also indicate that biological and specific things are the two semantic categories learned by children. With cognition developing with age, the number of the words in different semantic categories that children acquired expands.

Designing a Normed Receptive Vocabulary Test for Bilingual Populations: A Model from Welsh

2008 ◽  
Vol 11 (6) ◽  
pp. 678-720 ◽  
Author(s):  
Virginia C. Mueller Gathercole ◽  
Enlli Mon Thomas ◽  
Emma Hughes
Keyword(s):  
Receptive Vocabulary ◽  
Vocabulary Test

FORMAL VERSUS INFORMAL L2 LEARNING

2021 ◽  
pp. 1-25
Author(s):  
Vanessa De Wilde ◽  
Marc Brysbaert ◽  
June Eyckmans
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Word Frequency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
And Gender ◽  
French Words ◽  
Out Of School

Abstract A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

scholarly journals The Lexical Development of Canadian-Born Romanian L1 Bilingual Kindergarteners

2021 ◽  
Author(s):  
Maria Claudia Petrescu ◽  
Rena Helms-Park
Keyword(s):  
Second Language ◽  
Cultural Differences ◽  
First Language ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Lexical Development ◽  
Definitive Evidence ◽  
Academic Register

This study charts the lexical development of three sequential bilingual kindergarteners whose first language, Romanian, was acquired naturalistically at home, and whose second language, English, was acquired in kindergarten. The children’s lexical development in English and Romanian was assessed at five different points over a two-year period via the PPVT-4 (peabody picture vocabulary test 4) and a specially adapted PPVT-4 for Romanian. The children’s lexical repertoires were further analyzed to uncover home versus school and cognate versus non-cognate acquisitional differences. In addition, because there is no database of lexical items acquired by monolingual Romanian children, the PPVT-4 adapted for Romanian was administered to 22 monolingual six-year-old Romanian children in Sibiu, Romania. The findings indicate the following: (i) the three bilinguals’ receptive vocabulary in English was below average when they joined kindergarten, and at or above average two years later; (ii) their lexical growth in Romanian was steady; (iii) the bilinguals’ scores for words belonging to a home register reflected ceiling effects in English and Romanian (i.e., were very well known); (iv) academic words were known to an equal extent in English and Romanian, but scores were lower than for the home register; and (v) there was no definitive evidence of cognate facilitation. A comparison of the monolingual and bilingual Romanian repertoires reflects the following: (i) equally high scores for home items; (ii) differences in scores in the academic register in favour of the Romanian monolinguals; and (iii) important lifestyle and cultural differences between the groups. The Romanian children, for example, were more familiar than their Canadian counterparts with items related to home maintenance, such as șmirghăluiește (‘sanding’) and mistrie (‘trowel’), or items probably learned in school, such as foca (‘walrus’) and broască țestoasă (‘tortoise’).

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