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The Contribution of Guessing from Context and Dictionary Use to Receptive and Productive Vocabulary Knowledge: A Structural Equation Modeling Approach

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Title: The Contribution of Guessing from Context and Dictionary Use to Receptive and Productive Vocabulary Knowledge: A Structural Equation Modeling Approach
Language: English
Authors: Takumi Uchihara (ORCID 0000-0003-4476-534X), Masaki Eguchi, Jon Clenton
Source: Language Teaching Research. 2025 29(6):2583-2606.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Dictionaries, Vocabulary Skills, Language Tests, Correlation, Learning Strategies, Second Language Learning, Receptive Language, Expressive Language, Prediction, Second Language Instruction, College Students, Foreign Countries, English (Second Language), Learning Processes
Geographic Terms: Japan
DOI: 10.1177/13621688221122138
ISSN: 1362-1688
1477-0954
Abstract: This study investigated the relationships between two vocabulary learning strategies (guessing from context and dictionary use) and two aspects of vocabulary knowledge (receptive and productive vocabulary knowledge). One hundred and thirty-five university students in Japan completed a vocabulary learning strategies survey, the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and Lex30. Results showed that the dictionary strategy significantly predicted receptive vocabulary knowledge, whereas no significant relationship between the guessing strategy and receptive vocabulary knowledge was observed. Neither guessing nor dictionary use significantly predicted productive vocabulary knowledge. Mediation analyses showed that dictionary use, but not guessing, had a significant indirect effect on productive lexicons via the development of receptive vocabulary knowledge. However, the extent to which the dictionary strategy is associated with productive vocabulary knowledge depended on how the knowledge was measured. The advantage of dictionary consultation in light of the quality of attention and type of focus induced by the strategy were discussed, and implications for second language (L2) vocabulary instruction were considered.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477963
Database: ERIC
FullText Text:
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  Data: The Contribution of Guessing from Context and Dictionary Use to Receptive and Productive Vocabulary Knowledge: A Structural Equation Modeling Approach
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(6):2583-2606.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Dictionaries%22">Dictionaries</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1177/13621688221122138
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: This study investigated the relationships between two vocabulary learning strategies (guessing from context and dictionary use) and two aspects of vocabulary knowledge (receptive and productive vocabulary knowledge). One hundred and thirty-five university students in Japan completed a vocabulary learning strategies survey, the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and Lex30. Results showed that the dictionary strategy significantly predicted receptive vocabulary knowledge, whereas no significant relationship between the guessing strategy and receptive vocabulary knowledge was observed. Neither guessing nor dictionary use significantly predicted productive vocabulary knowledge. Mediation analyses showed that dictionary use, but not guessing, had a significant indirect effect on productive lexicons via the development of receptive vocabulary knowledge. However, the extent to which the dictionary strategy is associated with productive vocabulary knowledge depended on how the knowledge was measured. The advantage of dictionary consultation in light of the quality of attention and type of focus induced by the strategy were discussed, and implications for second language (L2) vocabulary instruction were considered.
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        Value: 10.1177/13621688221122138
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 2583
    Subjects:
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        Type: general
      – SubjectFull: Vocabulary Skills
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      – SubjectFull: Language Tests
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      – SubjectFull: Receptive Language
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      – SubjectFull: Expressive Language
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      – SubjectFull: Prediction
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Japan
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      – TitleFull: The Contribution of Guessing from Context and Dictionary Use to Receptive and Productive Vocabulary Knowledge: A Structural Equation Modeling Approach
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