However, in relation to a sociocultural context such as Singapore, where English is designated as an L1 in the school curriculum but the majority of students still learn it as an L2, little is known a

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships (2021) · doi

  Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive.

  Keywords: morphological reading instruction awareness word consistent positive gains children vocabulary knowledge effect sizes cohen ranged
• The Role of Vocabulary in Reading Comprehension (2008) · doi

  However, in relation to a sociocultural context such as Singapore, where English is designated as an L1 in the school curriculum but the majority of students still learn it as an L2, little is known about how students' vocabulary size could affect their reading comprehension.

  Keywords: students relation sociocultural context singapore english designated school curriculum majority still learn little known vocabulary
• Revisiting Second Language Vocabulary Teaching: Insights from Hong Kong In-Service Teachers (2018) · doi

  As research efforts have been devoted largely to exploring effective vocabulary teaching strategies and techniques, it remains unclear what teachers know and believe regarding L2 vocabulary acquisition beyond the commonplace conception that teaching and learning are interrelated.

  Keywords: vocabulary teaching efforts devoted largely exploring effective strategies techniques remains unclear teachers know believe regarding
• Using novel word context measures to predict human ratings of lexical proficiency (2017)

  Introduction While most researchers agree that lexical proficiency is an important component of second language (L2) language competence and academic achievement (Alderson, 2005; Daller, Van Hout, & Treffers-Daller, 2003; Laufer, 1992), the construct of lexical proficiency itself is still poorly understood and the field of L2 research lacks a unified theory of vocabulary acquisition (David, 2008; Schmitt, 2010).

  Keywords: lexical proficiency language daller introduction researchers agree important component second competence academic achievement alderson hout