Lexical Profiles and Socioeducational Variables of Korean EFL University Learners

Abstract

In spite of the domineering influence of the Korean College Scholastic Ability Test (CSAT) on learners who aim to enter universities, as yet there is lack of interest in separately examining the lexical aspects of university learners’ English proficiency. The gap led us to assess Korean EFL university learners’ vocabulary size at 10 word bands, and conduct multiple regression to analyze the learners’ background variables in relation to vocabulary sizes. Participants of the study were 403 freshmen enrolled in a general education English program. Learners’ vocabulary profiles, which could be explained through the responses that were obtained through the vocabulary levels test, indicated that frequently appearing words in the curriculum-based high school textbooks were noticeably well-known. The learners’ receptive vocabulary size indicated the learners to be competent in using English for academic purposes, but not necessarily for productive vocabulary. Of the background variables, the CSAT level was a significant predictor for both receptive and productive vocabulary. However, abroad experience was a significant predictor only for productive vocabulary. The results of the study provide implications for how different aspects of word knowledge may be involved in respectively expanding receptive and productive vocabulary knowledge.In spite of the domineering influence of the Korean College Scholastic Ability Test (CSAT) on learners who aim to enter universities, as yet there is lack of interest in separately examining the lexical aspects of university learners’ English proficiency. The gap led us to assess Korean EFL university learners’ vocabulary size at 10 word bands, and conduct multiple regression to analyze the learners’ background variables in relation to vocabulary sizes. Participants of the study were 403 freshmen enrolled in a general education English program. Learners’ vocabulary profiles, which could be explained through the responses that were obtained through the vocabulary levels test, indicated that frequently appearing words in the curriculum-based high school textbooks were noticeably well-known. The learners’ receptive vocabulary size indicated the learners to be competent in using English for academic purposes, but not necessarily for productive vocabulary. Of the background variables, the CSAT level was a significant predictor for both receptive and productive vocabulary. However, abroad experience was a significant predictor only for productive vocabulary. The results of the study provide implications for how different aspects of word knowledge may be involved in respectively expanding receptive and productive vocabulary knowledge.