Investigating Potential Relationships between Vocabulary Knowledge and Writing

在过去的一年中，我们的主要研究包括调查生产性词汇知识任务和写作任务是否可能跟踪短期（12周）学习期间词汇知识发展的变化。我们想知道生产性词汇知识任务得分和词汇多样性测量得分在多大程度上解释了短期学习期间的变化，以及这些分数在多大程度上与短期学习期间的变化有关。我们的研究结果表明，所有的LD测量和一个生产性词汇知识任务（G_Lex）似乎都跟踪了母语日语参与者的词汇知识增长。相关性表明，生产性词汇知识任务可以预测写作水平，但仅适用于测试前。对于词汇多样性测量得分，测试前和测试后的显著差异表明，这些测量可以在一定程度上显示词汇量的增加（假设更大的多样性表明词汇的使用）。关于短期内生产性词汇知识任务得分与词汇多样性得分之间的关系，我们发现PVK只能预测前测时的词汇使用情况，而不能预测后测时的词汇使用情况。

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.