Aidinlou, N. A., & Vaskehmahalleh, M. T. (2017). The relationship between Iranian EFL Learners’
reading comprehension, vocabulary size and lexical coverage of the text. Journal of Applied Linguistics and Language Research, 4(3), 291-300.
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York, NY: Continuum.
Alonso, A. C. (2013). Receptive vocabulary size of secondary Spanish EFL learners. Revista de Lingüísticay Lenguas Aplicadas, 8, 66-75. doi:10.4995/rlyla.2013.1180
Alonso, A. C. (2015). The receptive vocabulary size of Spanish 5th grade primary school students in CLIL and non-CLIL instruction. ES. Revista de Filología Inglesa, 36, 63-85.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In L. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading
胡翠君、許媖茹、宋曜廷 英語詞彙量與詞彙閾值 159
Association.
Anjomshoa, L., & Zamanian, M. (2014). The effect of vocabulary knowledge on reading comprehension of Iranian EFL learners in Kerman Azad University. International Journal on Studies in English Language and Literature (IJSELL), 2(5), 90-95.
Baleghizadeh, S., & Golbin, M. (2010). The effect of vocabulary size on reading comprehension of Iranian EFL learners. Linguistic and Literary Broad Research and Innovation, 1(2), 33-46.
Barrow, J., Nakanishi, Y., & Ishino, H. (1999). Assessing Japanese college students’ vocabulary knowledge with a self-checking familiarity survey. System, 27(2), 223-247. doi:10.1016/
S0346-251X(99)00018-4
Bock, R. D., & Aitkin, M. (1981). Marginal maximum likelihood estimation of item parameters:
Application of an EM algorithm. Psychometrika, 46, 431-459. doi:10.1007/BF02293801
Bock, R. D., & Mislevy, R. J. (1982). Adaptive EAP estimation of ability in a microcomputer environment. Applied Psychological Measurement, 6, 431-444. doi:10.1177/014662168200600 405
Catalán, R. M. J., & Gallego, M. T. (2005-2008). The receptive vocabulary of English foreign language young learners. Journal of English Studies, 5-6, 173-191.
Chen, H.-C., Chern, C.-L., & Wu, A. M.-C. (2016). Becoming reflective readers: A case study of group discussion in reading. English Teaching & Learning, 40(1), 1-24. doi:10.6330/ETL.
2016.40.1.01
Chen, H.-J. H., & Hsu, H.-L. (2019). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning. doi:10.1080/09588221.2019.1593197
Chiang, H.-H. (2018). English vocabulary size as a predictor of TOEIC listening and reading achievement among EFL students in Taiwan. Theory and Practice in Language Studies, 8(2), 203-212. doi:10.17507/tpls.0802.04
Farvardin, M. T., & Koosha, M. (2011). The role of vocabulary knowledge in Iranian EFL students’
reading comprehension performance: Breadth or depth? Theory and Practice in Language Studies, 1(11), 1575-1580. doi:10.4304/tpls.1.11.1575-1580
Gottardo, A., & Mueller, J. (2009). Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101(2), 330-344. doi:10.1037/a0014320
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69.
doi:10.1017/S0267190504000030
160 英語詞彙量與詞彙閾值 胡翠君、許媖茹、宋曜廷
Grabe, W., & Stoller, F. L. (2013). Teaching and researching: Reading. London, UK: Routledge.
Hajiyeva, K. (2014). Receptive and productive vocabulary level needs: An empirical study of Azerbaijani English majors. International Journal of Learning, Teaching and Educational Research, 9(1), 51-65.
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension.
Reading in a Foreign Language, 13(1), 403-430.
Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The relationship between vocabulary size and reading comprehension of ESL learners. English Language Teaching, 9(2), 116-123. doi:10.
5539/elt.v9n2p116
Jaeger, R. M. (1978). A proposal for setting a standard on the North Carolina high school competency test. Paper presented at the annual meeting of the North Carolina Association for Research in Education, Chapel Hill, NC.
Kameli, S., & Baki, R. B. (2013). The impact of vocabulary knowledge level on EFL reading comprehension. International Journal of Applied Linguistics & English Literature, 2(1), 85-89.
doi:10.7575/ijalel.v.2n.1p.85
Karakoç, D., & Köse, G. D. (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.
Katagiri, K. (2009). A three-year longitudinal study of vocabulary size in Japanese SHS students and a description of their developmental patterns. ARELE, 20, 131-140.
Korea Institute of Curriculum & Evaluation. (2006). The national school curriculum: English.
Retrieved from http://www.basics.re.kr/boardCnts/view.do?boardID=1500253&boardSeq=212 8199&lev=0&m=0301&searchType=null&statusYN=W&page=8&s=english
Lan, Y. J. (2018). Technology-enhanced learner ownership and learner autonomy through creation.
Educational Technology Research and Development, 66(4), 859-862. doi:10.1007/s11423-018- 9608-8
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M.
Nordman (Eds.), Special language: From humans thinking to thinking machines (pp. 316-321).
Clevedon, UK: Multilingual Matters.
Laufer, B. (1992a). How much lexis is necessary for reading comprehension? In P. Arnaud & H.
Béjoint (Eds.), Vocabulary and applied linguistics (pp. 126-132). London, UK: Macmillan.
doi:10.1007/978-1-349-12396-4_12
胡翠君、許媖茹、宋曜廷 英語詞彙量與詞彙閾值 161
Laufer, B. (1992b). Reading in a foreign language: How does L2 lexical knowledge interact with the reader’s general academic ability. Journal of Research in Reading, 15(2), 95-103. doi:10.1111/
j.1467-9817.1992.tb00025.x
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different?. Applied Linguistics, 19(2), 255-271. doi:10.1093/applin/19.2.255
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.
Laufer, B., & Sim, D. D. (1985). Taking the easy way out: Non-use and misuse of contextual clues in EFL reading comprehension. English Teaching Forum, 23(2), 7-10.
Legault, J., Fang, S. Y., Lan, Y. J., & Li, P. (2019). Structural brain changes as a function of second language vocabulary training: Effects of learning context. Brain and Cognition, 134, 90-102.
doi:10.1016/j.bandc.2018.09.004
Lord, F. M., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading, MA:
Addison-Wesley.
Meara. P. M. (1995). LLEX Lingua vocabulary tests. Swansea, UK: Centre for Applied Language Studies, University of Wales Swansea.
Meara, P. M., & Jones, G. (1989). Eurocentres vocabulary test 10 KA. Zurich, Switzerland:
Eurocentres.
Meara, P. M., & Milton, J. L. (2003). X_Lex: The Swansea levels test. Newbury, UK: Express.
Meara, P. M., & Milton, J. L. (2005). X_Lex: The Swansea vocabulary levels test. v2. 05. Swansea, UK: Lognostics.
Meara, P. M., & Miralpeix, I. (2006). Y_Lex: The Swansea advanced vocabulary levels test. v2. 05.
Swansea, UK: Lognostics.
Mehrpour, S., Razmjoo, S. A., & Kian, P. (2011). The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Journal of English Language Teaching and Learning, 222(53), 97-127.
Milton, J. (2009). Measuring second language acquisition. Bristol, UK: Multilingual Matters. doi:10.
21832/9781847692092
Milton, J., & Meara, P. (1998). Are the British really bad at learning foreign languages? Language Learning Journal, 18, 68-76. doi:10.1080/09571739885200291
Miralpeix, I., & Muñoz, C. M. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics in Language Teaching, 56(1), 1-24.
162 英語詞彙量與詞彙閾值 胡翠君、許媖茹、宋曜廷
doi:10.1515/iral-2017-0016
Mochizuki, M. (1998). Nihonjin eigo gakushusha no tameno goi saizu tesuto [A Vocabulary Size Test for Japanese learners of English]. The Institute for Research in Language Teaching Bulletin, 12, 27-53.
Nassif, P. M. (1978, March). Standard setting for criterion referenced teacher licensing tests. Paper presented at the annual meeting of the National Council on Measurement in Education, Toronto, Canada.
Nation, I. S. P. (1983). Testing and teaching vocabulary. Guidelines, 5(1), 12-25.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York, NY: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781139524759
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82. doi:10.1353/cml.2006.0049
Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529-539.
doi:10.1017/S0261444811000267
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9-13.
Nation, P. (1993). Measuring readiness for simplified material: A test of the first 1,000 words of English. In M. L. Tickoo (Ed.), Simplification: Theory and application (pp. 193-203).
Singapore: SAMOE Regional Language Centre.
Nurweni, A., & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18(2), 161-175. doi:10.1016/S0889-4906(98)00005-2 Office of the Basic Education Commission. (2008). Basic education core curriculum B.E. 2551 (A.
D. 2008). Bangkok, Thailand: Ministry of Education.
Orosz, A. (2009). The growth of young learners’ English vocabulary size. In M. Nikolov (Ed.), Early learning of modern foreign languages: Processes and outcomes (pp. 181-194). Clevedon, UK:
Multilingual Matters.
Ostyn, P., & Godin, P. (1985). RALEX: An alternative approach to language teaching. Modern Language Journal, 69, 346-355.
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282-308. doi:10.3138/cmlr.56.2.282 Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic
reading performance: An assessment perspective. Language Learning, 52(3), 513-536. doi:10.
1111/1467-9922.00193
胡翠君、許媖茹、宋曜廷 英語詞彙量與詞彙閾值 163
Rashidi, N. S., & Khosravi, N. (2010). Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension of Iranian EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 81-108.
Raju, N. S., Price, L. R., Oshima, T. C., & Nering, M. L. (2007). Standardized conditional SEM: A case for conditional reliability. Applied Psychological Measurement, 31, 169-180. doi:10.1177/
0146621606291569
Read, J. (2000). Assessing vocabulary. Cambridge, UK: Cambridge University Press. doi:10.1017/
CBO9780511732942
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. doi:10.1191/02655 3201668475857
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. doi:10.1177/1362168808089921
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, UK:
Palgrave Macmillan Press.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. doi:10.1111/lang.12077
Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007).
Language Teaching, 50(2), 212-226. doi:10.1017/S0261444815000075
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26-43. doi:10.1111/j.1540-4781.2011.
01146.X
Şen, Y., & Kuleli, M. (2015). The effect of vocabulary size and vocabulary depth on reading in EFL context. Procedia – Social and Behavioral Sciences, 199, 555-562.
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.
Wang, H.-C., & Chen, C. W.-Y. (2019). Learning English from YouTubers: English L2 learners’
self-regulated language learning on YouTube. Innovation in Language Learning and Teaching.
doi:10.1080/17501229.2019.1607356
Wang, C.-P., Lan, Y.-J., Tseng, W.-T., Lin, Y.-T. R., & Gupta, K. C. L. (2019). On the effects of 3D virtual worlds in language learning – A meta-analysis. Computer Assisted Language Learning.
doi:10.1080/09588221.2019.1598444
164 英語詞彙量與詞彙閾值 胡翠君、許媖茹、宋曜廷
West, M. (1953). A general service list of English words. London, UK: Longman.
Xue, G., & Nation, I. S. P. (1984). A university word list. Language Learning and Communication, 3(2), 215-229.
胡翠君、許媖茹、宋曜廷 英語詞彙量與詞彙閾值 165