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dc.contributor.authorSkjelde, Kimberly
dc.contributor.authorCoxhead, Averil
dc.date.accessioned2021-05-03T07:37:02Z
dc.date.available2021-05-03T07:37:02Z
dc.date.created2020-10-22T11:29:56Z
dc.date.issued2020
dc.PublishedActa Didactica Norden (ADNO). 2020, 14 (3), .
dc.identifier.issn2535-8219
dc.identifier.urihttps://hdl.handle.net/11250/2740711
dc.description.abstractKnowledge of academic English vocabulary is necessary for Norwegian speaking upper secondary students for the completion of their English course and to qualify for university studies. General academic vocabulary occurs in academic texts across disciplines (for example, furthermore, research). The focus of this article is meaningrecognition knowledge of written academic English vocabulary and associations with English course grades. The academic sections from versions one and two of the Vocabulary Levels Test (VLT) (Nation, 1990; Schmitt et al., 2001) were administered to 134 Norwegian-speaking students aged 15 - 17. Participants were first-year upper secondary school students taking the final obligatory English course provided in the Norwegian educational context. On average, learners had high levels of meaningrecognition knowledge (80.93%). However, 58.21% failed to reach minimum mastery levels of 52/60 for the test, and results varied considerably (SD = 8.31). A Spearman correlation revealed significant associations between VLT scores and English course grades. Compared to students who did not reach a mastery level, the odds of receiving a higher English grade were nine times greater for students with a maximum of two mistakes on the academic section of the VLT, and four times greater for students who reached the minimum mastery level. Findings indicate a need for these learners to attain a greater understanding of academic vocabulary in English and suggest the need for a principled focus on academic vocabulary acquisition.en_US
dc.language.isoengen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleMind the gap: Academic vocabulary knowledge as a predictor of English gradesen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2020 The Authorsen_US
dc.source.articlenumber6en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.5617/adno.7975
dc.identifier.cristin1841422
dc.source.journalActa Didactica Norden (ADNO)en_US
dc.source.4014
dc.source.143
dc.identifier.citationActa Didactica Norden (ADNO). 2020, 14(3), 6en_US
dc.source.volume14en_US
dc.source.issue3en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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