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2. Number of Yes responses in three word classes on the three tests
The figure shows that the number of Yes responses in three word classes across the three tests increased
significantly. Nouns increased on Posttest 1 by about 85%; verbs, 46%; and adjectives, 43%, which
suggests that the learners acquired word knowledge on Posttest 1. This supports the hypothesis that nouns
are easier to learn than verbs. Interestingly, however, the students word knowledge had increased at the
time of Posttest 2 compared to Posttest 1. Based on the enormous increase of Yes answers on Posttest1,
vocabulary was possibly acquired through extensive reading.
3. Number of NS response in the three word classes on the three tests
The numbers of NS responses in the three word classes across the three tests are shown in the figure.
Between the pretest and Posttest 1 is not a big change; however, on Posttest 2, the NS responses decreased.
The consistent NS response between the pretest and Posttest 1 suggests that if change occurred between
these two tests, it was between the Yes and No responses, and in fact, as the Yes responses increased, the
No responses decreased proportionally (see the figure below).
Reading in a Foreign Language 20(2)
Kweon & Kim: Beyond raw frequency 215
4. Number of No responses in the three word classes on the three tests
About the Authors
Soo-Ok Kweon teaches at Pohang University of Science and Technology in Korea. She received
her PhD in linguistics from the University of Hawai i at Mnoa. Her primary research interests
include SLA theory and practice, psycholinguistics, and corpus linguistics. She is currently
working on L2 reading research using literature with Korean university students. E-mail:
soook@postech.ac.kr
Hae-Ri Kim teaches at Seoul National University of Education in Korea. She received her EdD
from Arizona State University. Her research interests include language teaching methodology,
curriculum and materials development, and literacy. She is working with teachers to develop and
implement a literature-based program in EFL elementary schools across Korea.
Reading in a Foreign Language 20(2)
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