Investigating Potential Relationships between Vocabulary Knowledge and Writing

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During the past year, our key research involved an investigation into whether productive vocabulary knowledge tasks and writing tasks potentially track changes in vocabulary knowledge development over a short-term (12 week) period of study. We wanted to know the extent to which productive vocabulary knowledge task scores and lexical diversity measure scores explain changes over a short study period, and to what extent the scores relate over this short period.Our results show that all LD measures and one productive vocabulary knowledge task (G_Lex) appear to track vocabulary knowledge growth for our L1 Japanese participants. Correlations show that productive vocabulary knowledge tasks can predict writing levels, but for the pre-test only. For the lexical diversity measure scores, the significant differences between the pre-test and post-test indicate that these measures can, to some extent, show vocabulary increases (assuming greater diversity shows vocabulary usage). Regarding the relation between productive vocabulary knowledge task scores and lexical diversity scores over a short study period, we found that PVK can only predict vocabulary in use at the pre-test, and not the post-test.