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Essay / Research Paper Abstract
A 6 page paper that provides a synopsis and a critique of an article entitled Breadth of Vocabulary and Advanced English Study: An Empirical Investigation. The author investigated the effects of different criteria on English proficiency. Bibliography lists 1 source.
Page Count:
6 pages (~225 words per page)
File: MM12_PGefl.rtf
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Unformatted sample text from the term paper:
contrary to those expected. There was no attempt to manipulate the data. The author was clear in the purpose of the study, which was exploratory even with the hypotheses. Tests
and measures used to assess the skills of the participants were tried and tested in prior research. The author also provided some prior research as background and support for the
present study. The language was clear, allowing any university level student to read and understand the data. The introduction correlates with and complements the discussion section. The statistical analyses were
all appropriate for the questions at hand. Furthermore, the authors abstract gives the reader an excellent preview of the article that follows. Tschirner (2004) investigated the issue of early
foreign language instruction, specifically, if such instruction provided in very early grades resulted in higher proficiency levels. Since the breadth of vocabulary has been commonly used as an indicator of
reading proficiency and academic language skills, vocabulary was used as the measure. The measure was used with university students. This was an eight-year longitudinal study of students in Germany studying
English. Participants in the study were 142 "first semester students of English language and literature" (Tschirner, 2004, p. 29) who were attending the University of Leipzig in Germany (Tschirner,
2004). The number represented 40 percent of the entire first semester students in English (Tschirner, 2004), thus, it was a large enough sample to study and from which to draw
conclusions. In terms of gender, 84 percent were female; the average age was 20.53 years with a range between 18 and 27 years (Tschirner, 2004). The average number of years
participants had studied English was 8 with a range between 5 and 11 years (Tschirner, 2004). Students were tested for both receptive and productive vocabulary skills (Tschirner, 2004). Questionnaires revealed
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