Depth and breadth of productive vocabulary knowledge of English as Foreign Language (EFL) learners

The study generally assessed the depth and breadth of productive vocabulary knowledge of EFL Learners. Specifically, it determined the profile of the language learners as regards to age, sex, course enrolled, year level, and educational attainment, occupation and income of parents. It also assessed the student's frequency of reading specific literary pieces and English references; student's extent of English language exposure; the vocabulary performance level of the learners and the relationship between the different profile and frequency of reading texts and English language exposure to their acquisition of vocabulary. The study used the descriptive correlational design. Data were elicited from the 100 EFL learners enrolled in both the elementary and secondary levels chosen by simple random sampling technique. Data were gathered from the result of the Vocabulary Levels Test designed by Paul Nation and a questionnaire to gather personal information from the learners. Data were analyzed using descriptive statistics. To determine the vocabulary performance level, the mean score and standard deviation were used and the Pearson Product Moment Correlation (Pearson r) was used to determine relationships. Majority of the learners performed high in the 2000-word level; had enough vocabulary in the 3000-word level, had not obtained mastery level in the 3000 and 5000-word levels. However, they performed better in the University word level compared to their performance in the 5000 word. Sex and course of the learners significantly affected their level of vocabulary knowledge. The learners who frequently read materials written in English and those who frequently use the English language in writing their ideas have wider vocabulary knowledge.