Investigating Potential Relationships between Vocabulary Knowledge and Writing

在过去的一年里，我们的重点研究包括调查产出性词汇知识任务和写作任务是否潜在地跟踪了短期(12周)学习期间词汇知识发展的变化。我们想知道产出性词汇知识任务分数和词汇多样性测量分数在多大程度上解释了短研究期间的变化，以及这些分数在多大程度上与这一短时间段内的变化有关。结果表明，所有的LD测量和一个产出性词汇知识任务(G_Lex)似乎都跟踪了母语为日语的受试者的词汇知识增长。相关分析表明，产出性词汇知识任务能够预测写作水平，但仅限于前测。对于词汇多样性测试的分数，测试前后的显著差异表明，这些测试在一定程度上可以显示词汇的增加(假设多样性越大，词汇的使用就越多)。关于产出性词汇知识任务分数与词汇多样性分数在短时间内的关系，我们发现PVK只能在前测中预测词汇使用情况，而不能在后测中预测。

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.