In high school groups, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310)¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Among high school experimental participants, frequency of negotiation of meaning strongly correlated with vocabulary score and modestly with comprehensible input. → Baoshu Yi & Zhinong Sun 2013
Evidence¶
Baoshu Yi & Zhinong Sun 2013¶
Baoshu Yi & Zhinong Sun. (2013). An Empirical Study of the Effectiveness of Negotiation of Meaning in L2 Vocabulary Acquisition of Chinese Learners of English. English Language Teaching, 6(10). https://doi.org/10.5539/elt.v6n10p120
q3 · i3 · causal · r1
Pearson correlation analysis (Table 4) of the high school experimental group (N=56): r = 0.761 between negotiation frequency and vocabulary score (p=0.000); comprehensible input correlated with vocabulary score at r = .313 (p=.019) and with negotiation frequency at r = .310 (p=.020).
"vocabulary score and frequency of negotiation of meaning have a strong correlation with each other (P=0. 000<0.05). It is worth mentioning that Pearson Correlation between vocabulary score and frequency of negotiation of meaning is much higher (0.761)"
Discussion¶
Related Claims¶
- Conversational interaction facilitates second language grammatical development in adult ESL learners — the general claim this finding bears on, with the studies behind it
- In college groups, no correlation was found between frequency of negotiation of meaning and vocabulary score — reports the opposite
- Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners — related
- In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only — related
- In both high school and college groups, learners with negotiation of meaning scored higher on the delayed post-vocabulary test than learners with pre-modified input only — related
- In college groups, negotiation of meaning made no difference to comprehensible input obtained in the match task — related
- Quality out-of-class language learning combines focus on meaning and form and correlates with higher grades — related
- Vocabulary instruction should focus on procedures of meaning negotiation as much as on declarative word meanings — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
negotiation-frequency-correlates-vocabulary-high-school |
title |
In high school groups, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310) |
description |
In high school groups, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baoshu-yi-zhinong-sun-2013 |
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