英语专业大三学生词汇丰富性与作文质量的关系研究.docx

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Introduction:
English vocabulary is a critical aspect of English language proficiency. It plays a vital role in effective communication for English language learners. Research has shown that English vocabulary has a strong impact on students’ overall English language proficiency and specifically on their writing skills (Chen & Ge, 2012). Therefore, this study aims to investigate the relationship between the vocabulary richness of English Major students and the quality of their writing.
Literature review:
In today's global world, English is one of the most widely spoken languages for communication. Due to globalization and the increasing importance of English, academic institutions worldwide have introduced English as a compulsory subject. Consequently, the education institutions have started focusing on vocabulary acquisition and its impact on language proficiency.
According to research, vocabulary size is closely related to the development of student language skills, such as listening, speaking, reading, and writing (Bogaards & Laufer, 2004). Alternatively, a lack of vocabulary hinders the ability of learners to communicate effectively, which can negatively affect their academic performance.
Moreover, writing is an essential component of English language proficiency that needs extensive vocabulary. The relevant literature suggests that students who have a wide range of vocabulary tend to write effectively and efficiently compared to those with a limited vocabulary base (Elahi, 2019). Likewise, a study conducted by Arslan (2013) revealed that students' productive vocabulary is positively related to essay writing quality in English.
Methodology:
The study population was English Major students from a Chinese university. The sample size was 50 undergraduate students, including 25 males and 25 females. To measure the vocabulary size, the participants completed a standardized vocabulary size test. For measuring the quality of writing, writing quality was evaluated by two English teachers independently on a scale of 0 to 10 based on cohesion, coherence, grammatical accuracy, and vocabulary richness of the participants.
Data Analysis:
The research analysis indicated a positive correlation between the vocabulary size of English major students and their writing quality. The Pearson’s correlation indicated a significant positive correlation (r = ) between the participants' vocabulary size and writing quality. It implies that students with better levels of vocabulary knowledge tend to produce higher quality writings.
Discussion:
The results of the study supported the previous research findings that vocabulary is an essential aspect of English language proficiency. Thus, vocabulary enrichment can positively impact writing skills. It showed that students with larger vocabulary sizes have a high-quality writing performance as they are able to convey their thoughts and ideas efficiently and effectively. Moreover, the study results have significant implications for educators as they could design effective teaching strategies to promote vocabulary enrichment and its impact on student writing quality. Enhancing students' vocabulary size can benefit their language proficiency development, especially in writing skills, providing them with the necessary tools to convey their ideas and thoughts effectively.
Conclusion:
This study suggests that English vocabulary development should be an essential part of English language teaching, particularly in university level English courses. The study highlighted the positive relationship between vocabulary size and writing quality. Therefore, English language educators must encourage students to develop their vocabulary to improve their English language proficiency. Moreover, educators can implement innovative teaching techniques, such as language games, vocabulary quizzes, and interactive software, to promote vocabulary enrichment and elevate writing proficiency. Thus, a concerted effort by both students and educators is necessary to enhance vocabulary size and improve writing quality.
References:
Arslan, R. (2013). The Relationship Between Vocabulary Size and Essay Writing Quality of Iranian Upper-Intermediate EFL Learners. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 1(1), 5-16.
Bogaards, P., & Laufer, B. (2004). Vocabulary in a Second Language: Selection, Acquisition, and Testing. John Benjamins.
Chen, J. Y. & Ge, X. (2015). A Study of Improving College English Majors' Reading Comprehension and Vocabulary Knowledge. Theory & Practice in Language Studies, 5(1), 197-203.
Elahi, M. (2019). The Impact of Vocabulary Acquisition on English Writing Performance. International Journal of Applied Linguistics and English Literature, 8(2), 107-116.