Vocabulary and L2 Proficiency Vocabulary Profile

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2. Vocabulary and L2 Proficiency

Studies have found that vocabulary is essential in the development of second language learning. Criado and Sanchez 2014 emphasized that vocabulary is the most important component that should be taught and learned in the classroom. In learning a word, learner should know its spelling, pronunciation, collocations; words which is co-occurs with, and appropriateness Nation, 1990. Researchers see for example Laufer et al, 2004; Sun-Yeon Yongsook, 2009 reported that the total amount of vocabulary inf luences students’ reading, writing, speaking, and listening skills. Moreover, recent studies Farjami 2014; Keshavarz Mohammadi 2009; Laufer Eavenhors-Kalouski; 2010 found that vocabulary size can be used as a predictor for reading comprehension. Furthermore, Laufer 1997 decided the minimum vocabulary for understanding reading text in English i.e. 3000 words families. Another study Zahar, Cobb, and Spada, 2001 claimed that the learner should have knowledge on functional vocabulary and mastery 5000 words families to read and write effectively. On the other hand, the recent studies Laufer Ravenhort-Kalovski; 2010 increased the standard that is 8000 words families. These studies suggest that the total amount of vocabulary for L2 proficiency, especially reading proficiency is relative. Thus, the exact measurement of the total amount of vocabulary for predicting students’ L2 proficiency is important. In order to figure out the students vocabulary proficiency, it is important to analyze the words order whether it is suitable or not. 7 So, by identifying the vocabulary profile, it can be seen how far students have learned vocabulary from the textbook.

3. Vocabulary Profile

Concerning the measurement of the total amount of vocabulary above, Laufer and Nation 1997 introduced what so-called l\lexical frequency profile as a new instrument to measure L2 learners’ vocabulary. They wrote that lexical frequency profile “shows the percentage of words a learner uses at different vocabulary frequency level. It also shows the relative proportion of words from different frequency levels” p.311. In their following up study 1999, they suggested to differentiate between high and low frequency words for knowing at what stage the learner in the development of vocabulary. In addition, Morris and Cobb 2004 studied vocabulary profile as a measurement of academic performance in teaching English as second language and concluded that vocabulary profile is an effective tool for predicting students’ language proficiency. Due to its advantages of measuring vocabulary size, vocabulary profile is considered as a reliable instrument in vocabulary research. Sung-Yeon and Yongsook 2009 states that “vocabulary profiles provide instructor with two important characteristics of learner vocabulary. First, it allows [instructors] to access information about L2 learners’ productive vocabulary profile. For instance, if a learner’s vocabulary profile demonstrates large proportion of high frequency vocabulary, this means that the learner has limited vocabulary knowledge and thus 8 has to learn more words. Second, knowing L2 learners vocabulary distribution also helps to check the progress learner have made in their vocabulary use. ” p.94 Thus, vocabulary profile gives teachers view about stud ents’ vocabulary use; it indicates which words the students have mastered and which words students need to practice more.

4. Vocabulary Classification