Yıl: 2017 Cilt: 13 Sayı: 1 Sayfa Aralığı: 352 - 378 Metin Dili: İngilizce İndeks Tarihi: 21-03-2019

The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners

Öz:
This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabularydevelopment and its relation to the participants‟ reading and writing performances and general language abilityof English as a foreign language (EFL). With this principle aim, the current study investigated the relationshipbetween receptive and productive vocabulary knowledge, the relationship between receptive vocabularyknowledge and reading performance and the relationship between productive vocabulary knowledge and writingperformance using the participants‟ scores on vocabulary knowledge tests, a reading exam and a writing exam.Additionally, the lexical level of the essays written by the participants and its relation to their productivevocabulary knowledge and the impact of both receptive and productive vocabulary knowledge on theparticipants‟ general language ability of EFL were also examined. 175 students studying in an intensive languageprogram participated in the study. The results revealed that the students‟ receptive vocabulary knowledge waslarger than their productive vocabulary knowledge. It was also found that the contribution of vocabularyknowledge to the foreign language performances of reading, writing and proficiency was significant. Moreover,according to the Lexical Frequency Profile results, the lexical level of the student essays and the students‟productive vocabulary knowledge were significantly related.
Anahtar Kelime:

Konular: Dil ve Dil Bilim

İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Kelime Bilgisinin Okuma, Yazma ve Yeterlik Notlarına Etkisi Öz

Öz:
Bu çalışma, yabancı dilde sözcük gelişiminin artımlı ve çok boyutlu yapısını ve bunun, katılımcıların okuma ve yazma performansları ile genel yabancı dil yetenekleriyle ilgisini açıklığa kavuşturma amacındadır. Bu esas amaç doğrultusunda katılımcıların sözcük bilgisi testleri ile okuma ve yazma sınavlarında aldıkları notlar kullanılarak; algısal ve üretimsel sözcük bilgisi arasındaki ilişki, algısal sözcük bilgisi ve okuma performansı arasındaki ilişki ve üretimsel sözcük bilgisi ile yazma performansı arasındaki ilişki incelenmiştir. Ayrıca, katılımcılar tarafından yazılan kompozisyonların sözcük seviyesi ve bunun katılımcıların üretimsel sözcük bilgisiyle ilgisi ile hem algısal hem de üretimsel sözcük bilgisinin genel yabancı dil yeteneği üzerinde etkisi de araştırılmıştır. 175 İngilizce Hazırlık öğrencisi bu çalışmaya katılmıştır. Sonuçlar, öğrencilerin algısal sözcük bilgilerinin, üretimsel sözcük bilgilerinden daha fazla olduğunu ortaya çıkarmıştır. Sözcük bilgisinin; yabancı dil okuma, yazma ve yeterlik performanslarına katkısının önemli olduğu da bulunmuştur. Ayrıca, sözcük sıklığı profili sonuçlarına göre, öğrenci kompozisyonlarının sözcük seviyesi ile öğrencilerin üretimsel sözcük bilgisi arasındaki ilişki de önemlidir.
Anahtar Kelime:

Konular: Dil ve Dil Bilim
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Adolphs, S.,& Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics, 24(4), 425-438.
  • Anderson, R. C.,& Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (ed.), Comprehension and teaching: Research reviews, (pp. 77-117). Newark, DE: International Reading Association.
  • Astika, G. (1993). Analytical assessment of foreign students‟ writing. RELC Journal, 24, 61-71.
  • Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18(3),191-220.
  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
  • Baker, S. K., et al. (1995). Vocabulary acquisition: Curricular and instructional implications for diverse learners. Technical Report No. 14. Eugene, OR: National Center to Improve the Tools of Educators.
  • Barcroft, J. (1998). L2 vocabulary learning: do sentence writing and oral repetition help?. Poster Presentation at the Second Language Research Forum, Honolulu, HI.
  • Barcroft, J. (2000). The Effects of sentence writing as semantic elaboration on the allocation of processing resources and second language lexical acquisition. (Doctoral dissertation). University of Illinois, Urbana- Champaign, USA.
  • Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200-208. Retrieved 25.11.2014 from http://onlinelibrary.wiley.com/doi/10.1111/j.1944-9720.2004.tb02193.x/epdf
  • Barcroft, J. (2006). Can writing a new word detract from learning? More negative effects of forced output during vocabulary learning. Second Language Research, 22, 487-497.
  • Bisson, M. J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2014). The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary. Language Learning, 64, 855-877.
  • Bogaards, P. (2000). Testing L2 vocabulary knowledge at a high level: The case of the Euralex French tests. Applied Linguistics, 21(4), 490-516.
  • Brown, C.,& Payne, M. E. (1994). Five essential steps of processes in vocabulary Learning. Paper presented at the TESOL Convention, Baltimore, Md.
  • Coxhead, A. (2012). Researching vocabulary in secondary school English texts: The Hunger Games and more. English in Aotearoa, 34-41.
  • Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. Journal of Educational Research, 36, 206-217.
  • de Groot, A. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463-506.
  • Eckerth, J.,& Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Language Teaching Research, 16(2), 227-252.
  • Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83-107.
  • Engber, C. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journals of Second Language Writing, 4, 213-238.
  • Fan, M. (2000). How big is the gap and how to narrow it? An investigation into active and passive vocabulary knowledge of learners. RELC Journal, 31(2), 105-119.
  • Fecteau, M. L. (1999). First and second language reading comprehension of literary texts. The Modern Language Journal, 83(4), 475-493.
  • Folse, K. (1999). The effect of written practice activity on second language vocabulary retention (Doctoral Dissertation). University of South Florida, Tampa.
  • Garrison-Fletcher, L. (2012). The acquisition of L2 reading comprehension: The relative contribution of linguistic knowledge and existing reading ability (Doctoral Dissertation). The Graduate Center, CUNY.
  • Goodfellow, R., Lamy, M., & Jones, G. (2002). Assessing learners‟ writing using lexical frequency. ReCALL, 14(1), 133-45.
  • Goulden, R., Nation, I. S. P., & Read, J. (1990). How large can a receptive vocabulary be?. Applied Linguistics, 11(4), 341-363.
  • Grabe, W. (1991). Current development in second language reading research. TESOL Quarterly, 25(3), 375-406. Retrieved on 12.02.2015 from http://dx.doi.org/10.2307/3586977
  • Grabe, W. (1997). Reading research and its implications for reading assessment. In A. J. Kunnan (Ed), Fairness and validation in language assessment, (pp.226-262). Cambridge: Cambridge University Press.
  • Grabe, W. & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition(pp. 98-122). Cambridge: Cambridge University Press.
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
  • Greidanus, T. & Nienhuis, L. (2001). Testing the quality of word knowledge in L2 by means of word associations: Types of distractors and types of associations. Modern Language Journal, 85, 567-577.
  • Griffin, G. F. (1992). Aspects of the psychology of second language vocabulary list learning. (Doctoral dissertation). University of Warwick, UK.
  • Hafiz, F. M.,& Tudor, I. (1989). Extensive reading and the development of language skills. English Language Teaching Journal, 43, 4-13.
  • Harley, B. (1996). Introduction: Vocabulary learning and teaching in a second language. The Canadian Modern Language Review, 53(1), 3-12.
  • Henriksen, B. (1996). Semantisation – a key process for vocabulary learning and use. Paper presented at 11th AILA Conference, Jyväskylä, Finland.
  • Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(02), 303-317. Retrieved 20.10.2014 from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36641&fileId=S0 272263199002089
  • Hill, M.,& Laufer, B. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. International Review of Applied Linguistics, 41(2), 87-106.
  • Hsueh-Chao, M. H.,& Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430.
  • Huang, S. (2010). Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. (Doctoral Dissertation). Texas A&M University, Texas, USA.
  • Hulstijn, J.H.,& Laufer, B. (2001). Some empirical evidence fort he involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539-558.
  • Krashen, S. D. (1984). Writing: Research, theory and application. New York: Prentice Hall.
  • Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440–464.
  • Kunnan, A. J. (1997). Fairness and justice for all. In A. J. Kunnan (Ed), Fairness and validation in language assessment, (pp.1-14). Cambridge: Cambridge University Press.
  • Laufer, B. (1992). How much lexis is necessary for reading comprehension?. In H. Bejoint & P. Arnaud (Eds.), Vocabulary and applied linguistics, (pp.126-132). Basingstoke & London: Macmillan.
  • Laufer, B.,& Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. Retrieved 25.11.2014 from http://applij.oxfordjournals.org/content/16/3/307.abstract
  • Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know and words you can't guess. In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy, (pp. 20-34). Cambridge: Cambridge University Press.
  • Laufer, B. (1998). The development of passive and active vocabulary in a second language: same or different?.Applied Linguistics, 19(2), 255-271.
  • Laufer, B.,& Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365-391.
  • Laufer, B.,& Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33-51.
  • Laufer, N. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review/La revue canadienne des langues vivantes, 59(4), 567-587.
  • Laufer, B., & Goldstein, Z. (2004).Testing vocabulary knowledge: Size, strength, and computer adaptiveness.Language Learning, 54(3), 399-436.
  • Laufer, B.,& Ravenhorst-Kalovski. (2010). Lexical threshold revisited: Lexical text coverage, learners‟ vocabulary size and reading comprehension.Reading in a Foreign Language, 22(1), 15-30.
  • Lee, J.,& Schallert, D. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31, 713-739.
  • Lee, S. H.,& Muncie, J. (2006). From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly, 40(2), 295-320.
  • Leki, I.,& Carson, J. (1994). Students‟ perception of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28, 81-101.
  • Levitzky-Aviad, T.,& Laufer, B. (2013). Lexical properties in the writing of foreign language learners over eight years of study: Single words and collocations. In C. Bardel, C. Lindquist & B. Laufer (Eds), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis, (pp. 127-148). Eurosla.
  • Levy, L. (2011). The Effects of Repeated Reading of a Single Text and the Reading of Multiple Related Texts on Vocabulary Learning in the Content Areas. (Doctoral Dissertation).
  • Li L.,& MacGregor, L.J. (2010). Investigating the receptive vocabulary size of university-level Chinese learners of English: how suitable is the Vocabulary Levels Test?.Language and Education, 24, 239-249. Rutgers, The State University of New Jersey, New Jersey, USA.
  • Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.
  • Meara, P. M. (1997). Towards a new approach to modelling vocabulary acquisition. In N. Schmitt & M. Mc Carthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy, (pp. 109-121). Cambridge: Cambridge University Press.
  • Meara, P.,& Fitzpatrick, T. (2000). Lex 30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30.
  • Meara, P. M. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied Linguistics, 26, 32- 47.
  • Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency profiles across drafts. System, 30(2), 225-235.
  • Nagy W. E.,& Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition, (pp. 19-36). Hillsdale, NJ: Erlbaum.
  • Nagy, W. E. (2005). Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive. In E.H. Hiebert & M.L. Kamil (Eds.), Teaching and learning vocabulary; Bringing research to practice, (pp. 27-44). Mahwah, New Jersey:Lawrence Erlbaum Associates.
  • Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.
  • Nation, I. S. P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-17.
  • Nation, I. S. P.,& Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary, description, acquisition and pedagogy,(pp. 6-19). New York: Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening?.Canadian Modern Language Review/La revue canadienne des langues vivantes, 63(1), 59-82.
  • Nelson-Herber, J. (1986). Expanding and refining vocabulary in content areas. Journal of Reading, 29, 626-633.
  • O‟Malley, L.,& Chamot, A. (1990). Learning strategies in language acquisition. New York: Cambridge University Press.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, Heinle: Heinle Publishers.
  • Öztürk, M. (2015). Vocabulary growth of the advanced EFL learner, The Language Learning Journal, 43(1), 94-109. Retrieved 26.03.2015 from http://www.tandfonline.com/toc/rllj20/43/1
  • Paran, A. (1996). Reading in EFL: facts and fictions. English Language Teaching Journal, 50(1), 25- 34.
  • Pichette, F., de Serres, L., & LaFontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33, 66-82.
  • Pigada, M.,& Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
  • Pignot-Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge. Language Studies Working Papers, 4, 37-45.
  • Pressley, M. (2006). Reading instruction that works (3rd ed.). New York, NY: Guilford Press.
  • Pringprom, P. (2012). Exploring relationship between students‟ vocabulary breadth and their reading proficiency. US-China Foreign Language, 10(4), 1098-1105.
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536.
  • Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19, 229-258.
  • Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
  • Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161. Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10 (1), 77-89. Retrieved 25.11.2014 from http://www.jstor.org/stable/3585941
  • Richards, J. C.,& Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
  • Robb, T. N.,& Susser, B. (1989). Extensive reading vs skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-249.
  • Robinson, P. (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.
  • Schmitt, N. (1997). Vocabulary Learning Strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary, description, acquisition and pedagogy, (pp. 199-227). New York: Cambridge University Press.
  • Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281-317.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. Modern Language Journal, 95, 26-43.
  • Schmitt, N.,& Schmitt, D. (2012). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4), 484-503.
  • ġener, M. (2010). The effect of proficiency level on the rate of receptive and productive vocabulary acquisition. (Master‟s Thesis). Bilkent University, Ankara, Turkey.
  • Stotsky, S. (1983). Research on reading and writing relationship: A synthesis and suggested direction. Language Arts, 66(50), 627-642.
  • Stoddard, G.D. (1929). An experiment in verbal learning. Journal of Educational Psychology, 20, 452- 457.
  • Thelen, J. N. (1986). Vocabulary instruction and meaningful learning. Journal of Reading, 603-609.
  • Thomas, K. H.,& Healy, A. F. (2012). A comparison of rereading benefits in first and second language reading. Language Learning, 62, 198-235.
  • Thompson, B.,& Levitov, J. E. (1985). Using microcomputers to score and evaluate test items. Collegiate Microcomputer, 3, 163-168.
  • Topkaraoğlu, M.,& Dilman, H. (2014). Effects of studying vocabulary enhancement activities on students‟ vocabulary production levels. Procedia – Social and Behavioral Studies, 152, 931- 936.
  • Tsai, J. (2006). Connecting reading and writing in college EFL courses. The Internet TESL Journal, XII(12). Retrieved on 21.04.2015 from http://iteslj.org/Articles/TsaiReadingWritingConnection.html
  • van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic knowledge, processing speed and metacognitive knowledge in first and second language reading comprehension. Journal of Educational Psychology, 96, 19–30.
  • van Zeeland, H.,& Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: the same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479.
  • Walters, J. (2012). Aspects of validity of a test of productive vocabulary: Lex30. Language Assessment Quarterly, 9(2), 172-185.
  • Waring, R. (1999). Tasks for assessing second language receptive and productive vocabulary. (Doctoral dissertation). University of Wales, Swansea, UK.
  • Waring, R. (2002). Scales of vocabulary knowledge in second language vocabulary assessment. Retrieved 20.10.2014 from http://www.robwaring.org/papers/various/scales.htm
  • Waring, R.,& Nation, I. S. P. (2004). Second language reading and incidental vocabulary learning. Angles on the English Speaking World, 4, 11-14.
  • Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(01), 33-52.
  • Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(01), 79-95.
  • Wenden, A.,& Rubin, J. (1987). Learner strategies in language learning. New York: Prentice Hall.
  • Yamamoto, Y. M. (2011). Bridging the gap between receptive and productive vocabulary size through extensive reading. The Reading Matrix, 11(3), 226-242.
  • Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558-575.
  • Zhong, H. (2014). The interface between receptive and productive vocabulary knowledge: Vocabulary knowledge as a multi-aspect construct. (Doctoral Dissertation). University of Sydney, Sydney, Australia.
  • Zhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Asian Social Science, 6(10), 14-19.
  • Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy, (pp. 5-19). Cambridge: Cambridge University Press.
APA KARAKOÇ D, DURMUŞOĞLU KÖSE G (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. , 352 - 378.
Chicago KARAKOÇ Dilek,DURMUŞOĞLU KÖSE GÜL The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. (2017): 352 - 378.
MLA KARAKOÇ Dilek,DURMUŞOĞLU KÖSE GÜL The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. , 2017, ss.352 - 378.
AMA KARAKOÇ D,DURMUŞOĞLU KÖSE G The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. . 2017; 352 - 378.
Vancouver KARAKOÇ D,DURMUŞOĞLU KÖSE G The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. . 2017; 352 - 378.
IEEE KARAKOÇ D,DURMUŞOĞLU KÖSE G "The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners." , ss.352 - 378, 2017.
ISNAD KARAKOÇ, Dilek - DURMUŞOĞLU KÖSE, GÜL. "The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners". (2017), 352-378.
APA KARAKOÇ D, DURMUŞOĞLU KÖSE G (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352 - 378.
Chicago KARAKOÇ Dilek,DURMUŞOĞLU KÖSE GÜL The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies 13, no.1 (2017): 352 - 378.
MLA KARAKOÇ Dilek,DURMUŞOĞLU KÖSE GÜL The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, vol.13, no.1, 2017, ss.352 - 378.
AMA KARAKOÇ D,DURMUŞOĞLU KÖSE G The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies. 2017; 13(1): 352 - 378.
Vancouver KARAKOÇ D,DURMUŞOĞLU KÖSE G The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies. 2017; 13(1): 352 - 378.
IEEE KARAKOÇ D,DURMUŞOĞLU KÖSE G "The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners." Journal of Language and Linguistic Studies, 13, ss.352 - 378, 2017.
ISNAD KARAKOÇ, Dilek - DURMUŞOĞLU KÖSE, GÜL. "The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners". Journal of Language and Linguistic Studies 13/1 (2017), 352-378.