Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing

Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP learners. System, 38(3), 391-401.

Alavi, S. M., & Akbarian, I. (2012). The role of vocabulary size in predicting performance on TOEFL reading item types. System, 40(3), 376–385.

Albrechtsen, D., Haastrup, K., & Henriksen, B. (2008). Vocabulary and writing in a first and Second language: Processes and development. Palgrave Macmillan.

Azodi, N., Karimi, F., & Vaezi, R. (2014). Measuring the lexical richness of productive vocabulary in Iranian EFL university students' writing performance. Theory and Practice in Language Studies, 4(9), 1837–1849.

Bauer, L., Nation, P. (1993). Word families. International Journal of Lexicography, 6(4), 253–279.

Beglar, D. (2010). A Rasch-based validation of the Vocabulary Size Test. Language Testing, 27(1), 101–118.

Beauvais, C., Olive, T., & Passerault, J. M. (2011). Why are some texts good and others not?  Relationship between text quality and management of the writing processes. Journal of Educational Psychology, 103(2), 415–428.

Biber, D., Gray, B., & Staples, S. (2016). Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics, 37(5), 639–668.

Bulté, B., & Housen, A. (2014). Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26(1), 42–65.

Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3–25.

Dabbagh, A., & Janebi Enayat, M. (2017). The role of vocabulary breadth and depth in predicting second language descriptive writing performance. The Language Learning Journal, 47(5), 8–11.

Elgort, I. (2013). Effects of L1 definitions and cognate status on the vocabulary size test. Language Testing, 30(2), 253–272.

Engber, C. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journals of Second Language Writing, 4, 213–238.

Fitzpatrick, T., & Meara, P. (2004). Exploring the validity of a test of productive vocabulary. Vigo International Journal of Applied Linguistics, 1, 55–74.

Fritz, E., & Ruegg, R. (2013). Rater sensitivity to lexical accuracy, sophistication and range when assessing writing. Assessing Writing, 18(2), 173–181.

Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115, 523–547.

Jeong, H. (2017). Narrative and expository genre effects on students, raters, and performance criteria. Assessing Writing, 31, 113–125.

Johnson, M. D., Acevedo, A., & Mercado, L. (2013). What vocabulary should we teach? Lexical Frequency profiles and lexical diversity in second language writing. Writing and Pedagogy, 5(1), 83–103.

Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700–715.

Juanggo, W. (2018). Investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners. Indonesian Journal of Applied Linguistics, 8(1), 38–48.

Kaivanpanah, S. & Zandi, H. (2009). The role of depth of vocabulary knowledge in reading comprehension in EFL contexts. Journal of Applied Sciences, 9(4), 698–706.

Karami, H. (2013). The development and validation of a bilingual version of the vocabulary size test. RELC Journal, 43(1), 53–67.

Kilic, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA: Journal of Language Teaching and Learning in Thailand, 57(1), 1–33.

Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written  production. Applied Linguistics, 16(3), 307–322.

Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537–561.

Levitzky-Aviad, T., & Laufer, B. (2013). Lexical properties in the writing of foreign language     Learners over eight years of study: Single words and collocations. EUROSLA Monographs Series, 2(1), 127–148.

Li, M., & Kirby, J. R. (2014). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611–634.

Llach, M. P. A., & Gallego. M. T. (2009).  Examining the relationship between receptive vocabulary size and written skills of primary school learners. Journal of the Spanish Association of Anglo-American Studies, 31(1), 129–147.

Matthews, J. (2018). Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System, 72, 23–36.

Meara, P., & Fitzpatrick, T. (2000). Lex 30: An improved method of as­sessing productive vocabulary in an L2. System, 28, 19-30.

Meara, P., & Jones, G. (1990). Eurocentres Vocabulary Size Test, Version E1.1/K10. Zurich: Eurocentres Learning Service.

Meara, P., & Wolter, B. (2004). V-Links: Beyond vocabulary depth. In Albrechtsen, D., Haastrup, K., & Henriksen, B. (Eds.), Writing and vocabulary in foreign language acquisition (pp. 85–96). Museum Tusculanum Press.

Mehrpour, S., Razimjo, S.A. & Kian, P. (2011). The relationship between breadth and depth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Journal of English Language Teaching and Learning, 2(222), 97-127.

Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In C. Bardel, C. Lindqvist, & B. Laufer. (Eds.), L2 vocabulary acquisition, knowledge, and use:     New perspectives on assessment and corpus analysis, (pp. 57–78). Eurosla Monographs Series, Rome, Italy: Eurosla.

Milton, J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in English as a foreign language. In R. Chacón-Beltrán, C. Abello-Contesse, M Torreblanca-López    (Eds.), Insights into non-native vocabulary teaching and learning (pp. 83-98). Toronto: Multilingual Matters.

Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics in Language Teaching, 56(1), 1–24.

Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency     profiles across drafts. System, 30(2), 225–235.

Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing use and success strategy. The Modern Language Journal, 90(3), 387–401.

Nation, I. S. P. (1990). Teaching and learning vocabulary. Newbury House.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.

Nguyen, L. T. C., & Nation, I. S. P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42(1), 86–99.

Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing: An Interdisciplinary Journal, 26(1), 45–65.

Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In Coady, J., & Huckin, T. (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174–200), Cambridge University Press.

Polio, C. & Lim, J. (2020). Revising a writing rubric based on raters’ comments: Does it result in more valid and reliable assessment? In M. Riazi, L. Shi, & K. Barkaoui (Eds.), Writing in a second language: Learning, teaching, and assessment: Studies in honor of Alister Cumming. Cambridge Scholars Press.

Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish– English bilingual children in elementary school. Reading and Writing, 25(7), 1635–1664.

Qian, D. D. (1998). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282–307.

Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355–371.

Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.

Read, J. (2007). Second language vocabulary assessment: Current practices and new directions. International Journal of English Studies, 7(2), 105–125.

Richards, J.C. (2008) Teaching listening and speaking. Cambridge: Cambridge University Press.

Roche, T., & Harrington, M. (2013). Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia, 3(1). https://doi.org/10.1186/2229-0443-3-12

Ruiz-Funes, M. (2015). Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language        Writing, 28(4), 1–19.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951.

Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31–79.

Silverman, R. D., D. Coker, C. P. Proctor, J. Harring, K. W. Piantedosi, & A. M. Hartranft. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. The Elementary School Journal, 116(1), 103–125.

Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139–152.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.

Teng, F. (2016). An in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. TESL-EJ, 20(2), 1–17.

Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64–75.

Walters, J. (2012). Aspects of validity of a test of productive vocabulary: Lex30. Language Assessment Quarterly, 9(2), 172–185.

Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second     Language Acquisition, 30(1), 79–95.

Yoon, H. J. (2018). The Development of ESL writing quality and lexical proficiency: Suggestions           for assessing writing achievement.  Language Assessment Quarterly, 15(4), 387–405.

Yoon, H., & Polio, C. (2017). The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 51(2), 275–301.