The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, ...

The present study examined early vocabulary development in fifty-nine French monolingual and fifty French-English bilingual infants (1;4-1;6). Vocabulary comprehension was assessed using both parental report (MacArthur-Bates Communicative Development Inventory; CDI) and the Computerized Comprehension Task (CCT). When assessing receptive vocabulary development using parental report, the bilingua...

What determines vocabulary growth patterns? The research presented here examines the growth pattern of words listed in the McArthur-Bates Communicative Development Inventory using a computational model. Our model characterizes vocabulary growth curves based on the sampling of learning relevant events and a threshold (the number of such events needed) for acquisition of the word. Using this gene...

Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES], parent input, child gesture) of vocabulary growth b...

Two main features of vocabulary knowledge, namely breadth and depth, have a fundamental role in vocabulary research. This research aimed to study the relationship between vocabulary knowledge and reading comprehension, and to investigate which feature of vocabulary knowledge, breadth or depth, had better impact on identifying reading comprehension performance. Therefore, three language tests we...

PURPOSE To create and to validate a version of the Minnesota Low Vision Reading Test (MNREAD) acuity chart for the Portuguese language. METHODS The Minnesota Low Vision Reading Test acuity chart contain 19 sentences (logMAR 0.5 to 1.3) with 60 characters printed on three lines. All the sentences must have the same length with simple vocabulary. A total of 110 sentences were generated. The sen...

background and purpose: a 3-unit course is dedicated to general language in medical universities and the vocabulary and text structure of the courses have usually no relation to medical language. we examine whether teaching general language will be as effective as medical language as assessed through recall of general and medical vocabulary and text structure knowledge. methods: an experimental...