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¶
Claim · All claims
Evidence · 1 study · causalr1·q3
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
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Experimental groups outperformed control groups on post-vocabulary tests held a week later in both the high school and college samples. → 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 · i? · causal · r1
Independent samples T-tests (Table 3): high school vocabulary score T=9.172, college T=4.800, both P=0.000; "The participants with the help of negotiation of meaning and pre-modified input do much better than those with only pre-modified input in acquiring new words."
"both of the experimental groups (mean=5. 8393, 3.7143,) outperform the two control groups (mean= 2.1667, 3.7143) in the post-vocabulary tests that are held a week later (P=0. 000<0.05)"
The second control mean in that sentence is a typo in the article: Table 3 gives the college control group a mean of 2.1579 (n=38) against 3.7143 (n=42) for the college experimental group, and 2.1667 (n=42) against 5.8393 (n=56) in the high school sample.
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
- 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, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310) — related
- In college groups, no correlation was found between frequency of negotiation of meaning and vocabulary score — 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
- 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-meaning-improves-vocabulary-scores-both-levels |
title |
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 |
description |
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 |
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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