CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

“Language is the armory of the human mind, and at once contains the trophies of

its past and the weapons of its future conquests.” – Samuel Taylor Coleridge

At present, English is one of the most widely-spoken languages around

the world. Graddol (1997) suggests that around that around 1.5 billion people in

total speak English. With a large number of first language users and a growing

number of second language users, English has been labelled as the language of

international communication.

After many decades, the English language is no longer confined in

countries such as USA, Canada, United Kingdom and Australia. It has already

been adopted and used by several countries like the Philippines.

Throughout the globe, the English language is practiced in several

institutions. In places of work, English has been generally used as the official

language of communication. In the Philippines, a Southeast Asian country uses

English as a medium in the media. Thus, learning English is probably one of the

most important factors in achieving socio-economic success. English has

variegated features required in academic success and career advancement. It is

an important tool and asset for learners to thrive in this competitive world.
Because of this, English has been found as one of the most prioritized curriculum

in many schools.

In school, English as a subject covers a wide range of abilities and

competence that must be harnessed and developed in order to attain language

proficiency. Two ways which may help us in the mastery of the language are

acquisition of words and the ability to use them properly.

Vocabulary is an essential element of communication (Lubliner et al.,

2008). A good knowledge and familiarity of words help in the presentation of

one’s ideas, thoughts and concepts as well as in the comprehension of others’

communicated lingual expressions.

Studies have shown that vocabulary is more fundamental than grammar.

The studies of Lewis (2002) and Wilkins (1972) have shown this concept. Also,

according to Alderson & Banerjee (2001), vocabulary knowledge is considered to

be a precondition for most other language abilities.

Academic performance in English is affected by so many factors and

vocabulary competence, a skill that has been known to be a prerequisite skill for

other language abilities, may be one of them.

With the foregoing impression of the researchers, this study hopes to

determine the relationship between the vocabulary competence and academic

performance in English of the high school students of the International Academe

of EnScieMa enrolled in the school year 2014 -2015. The output of this study will

be applied in the formulation and proposal of actions pertaining to the

development of the students’ academic performance.

Theoretical Background

After a period of time, vocabulary has grown to be an important aspect in

language. Vocabulary knowledge enables language use, language use enables

the increase of vocabulary knowledge, knowledge of the world enables the

increase of vocabulary knowledge and language use and so on (Nation, 1993b).

Learning vocabulary is an ongoing process which requires systematic

repetition to help students learn, especially low context vocabulary (Mehring,

2005). Words can't be acquired instantaneously. Time and constant exposure are

necessary for words to be fully grasped such that these words become familiar

and that they are used appropriately. Moreover, they are acquired through

listening and reading which will always be present in a student’s environment or

a student’s list of activities in school. According to Schmitt (2000), receptive

knowledge is defined as the ability to understand and it is normally connected

with listening and reading.

The whole concept mentioned relates to Thorndike’s Law of Learning: The

Law of Exercise which states that the degree of strength of a response is

dependent upon the frequency of the occurrence of the response. This now tell

us that if the vocabulary skill of a person is exercised often, the set of words that

he acquired will likely be permanently retained in his memory. However, the Law

of Exercise operates only in conjunction with the Law of Effect which states that

learning is strengthened when it is accompanied by a pleasant or satisfying

feeling while learning is weakened if it is associated with an unpleasant feeling.

Practice alone does not strengthen connections. Motivation must also be present

in order to achieve success. This drive is fuelled by positive reinforcement of the

instructor who should thereby recognize and commend improvements of the

student. Hence, in attaining vocabulary competence, students should perform

constant practice and they must have a positive disposition towards developing

the skill.

Vocabulary knowledge alone does not assist learners in achieving

language proficiency. Even if one acquires a large number of words, it is

pointless without knowing how to identify and apply them accurately. One must

be intellectually competent enough in order to use their vocabulary properly.

Improving vocabulary competence is supported by Batas Pambansa Blg.

232. From Part III – The Educational Systems, paragraph 2 of Section 22,

Chapter 1 states, “To continue to promote the objectives of elementary

education.” In the objectives of elementary education which is Section 21 of the

same chapter, it says in Paragraph 1, “To provide the knowledge and develop

the skills, attitudes, and values essential to personal development and necessary

for living in and contributing to a developing and changing social milieu.”

Communication is one important aspect in living. Language as the method of

human communication involves the acquisition of words and vocabulary

competence.

To excel in English, language proficiency must be attained; thus, language

abilities must be developed to a high degree. One of the most popular notions

about learning a second language is that grammar is more important than

vocabulary. The tradition method of second language instruction focuses on

grammar. However, linguistic research has shown that vocabulary is more

fundamental than grammar (Lewis, 2002; Nation, 2001; Barcroft, 2004; Wilkins,

1972). Also, according to Alderson & Banerjee (2001), vocabulary knowledge is

considered to be a precondition for most other language abilities. Hence, without

having a wide set of vocabulary and being competent at it, students may face

more difficulty in developing other language skills. Moreover, Meara (1996)

stated, “Learners with big vocabularies are more proficient in a wide range of

language skills than learners with smaller vocabularies.” One of the language

abilities is reading. Often, vocabulary and reading comprehension have been

closely linked together. Van Eeden, de Beer and Coetzee (2001) said, “Reading

proficiency is the most important moderator of test performance”. Hence, the

researchers hypothesize that competence in vocabulary is critical for it serves as

a prominent role in assisting reading comprehension which is “the most important

moderator of test performance”. With vocabulary knowledge and vocabulary

competence, reading comprehension yields less cognitive demands. In addition

to this, Segalowitz and Segalowitz (1993 & 1998) note that more developed

levels of vocabulary knowledge enable learners to read with less effort. With this

being said, students could have a better academic performance in the English

subject since they have less difficulty in answering exams.

Moreover, researchers have found out that vocabulary alone is linked to

academic performance. Yopp, Yopp, and Bishop (2009) revealed that vocabulary

knowledge is a good predictor of academic success. Research shows that

vocabulary acquisition plays the most crucial role in ELLs' learning of the English

language as well as in school achievement (August, Carlo, Dressler & Snow,

2005). With those being stated that having a large amount of vocabulary

acquisition alone is a significant factor in academic performance, the researchers

then again hypothesize that vocabulary competence greatly affects academic

performance.

An African study entitled “English Language Proficiency as an Indicator of

Academic Performance at a Tertiary Institution” by Stephen, Welmen and

Jordaan (2002) concluded that English language proficiency has a significant

impact on black student success rates. It is also reflected in their study that

intellectual capacity is one good determiner of academic achievement. With

vocabulary competence as an intellectual competence and a cornerstone for

proficiency in language, the researchers assume that vocabulary competence

influences academic performance greatly.

Theories, Laws and Legal Basis
Concepts o Batas Pambansa Blg.
o Thorndike’s Laws of 232, The Educational
Learning: Law of Sytems, Chapter 2,
Exercise Section 22, Paragraph
o Thorndike’s Laws of 2
Learning: Law of
Effect

High School Students

Enrolled in the School
Year 2014 – 2015

Vocabulary Competence Academic Performance in

English

Action Plan

Figure 1. – Schematic Diagram

 THE PROBLEM

Statement of the Problem

This study aims to determine the relationship between vocabulary

competence in English of the high school students of the International Academe

of EnScieMa and their academic performance in English for the third quarter of

the school year 2014 – 2015.

Specifically, the conduct of this study seeks to answer these following

questions:

1. What is the profile of the students in terms of

a. vocabulary competence in English; and

b. their academic performance in

i. Language or English?

ii. English elective?

2. Is there a relationship between vocabulary competence in English and

their academic performance in English?

3. What action plan should be proposed to develop the vocabulary

competence of the students in English?

Statement of the Hypothesis

There is no relationship between vocabulary competence of the students

and their academic performance in English.

Scope and Limitations

The researchers make use of vocabulary competence of the high school

students from Grade 7 to 4 th Year. The researchers also make use of the

academic performance of these students in the English subject which is

classified as a major and an elective subject. In Grade 7 and Grade 8, the major

subject is Language. In Grade 9 and Fourth Year, the major subject is English.

Literature and Writing are the English electives of Grade 7. Literature and

Speech are the English electives of Grade 8. Debate-Public Speaking and

Journalism-Creative Writing are the English electives of Grade 9. Reading

Comprehension-Vocabulary and Research are the English electives of Fourth

Year. The high school students of the International Academe of EnScieMa

considered by the researchers as participants for this study are enrolled in the

school year 2014-2015. The relationship between these variables is then

identified by the researchers.

Significance of the Study

From the conduct of this study, the researchers hope that these following

entities will be benefited:

Administration. The outcome of this study will enable them to support the

students in achieving English proficiency through the implementation of related

activities, programs and systems in the curriculum of English which will develop

the students’ intellectual competence on vocabulary.

Teachers in English. They will be benefited from the study by knowing

and applying efficient methods on improving students’ vocabulary competence

and in developing new methods, approaches, techniques and strategies in

learning which will serve as an aid in the academic performance of the students.

Students. They will have increased awareness of the importance of

vocabulary competence on the enhancement of their communication prowess in

the English language.

Parents. As first mentors, they will be able to assist their children on

achieving English language proficiency by expanding their vocabulary and

developing their vocabulary competence through useful and effective methods

that can be performed at home.

Future researchers. The upshot of this study will serve as a helpful

reference on future related studies to be conducted.

RESEARCH METHODOLOGY

Research Design

This research study uses the descriptive-correlational design. The

researchers find it appropriate to use because the study describes the

relationship between the two variables, namely the vocabulary competence of

the students and the academic performance of the students in English.

Research Environment

This research study is conducted at the International Academe of

EnScieMa, Totolan, Dauis, Bohol. It is further centered on the entire high school

department. The high school department was chosen since it is in this level that
students usually will have acquired a larger vocabulary and that their vocabulary

competence will have been developed to a good extent.

Research Participants

In the conduct of this study, the whole population of the high school

department of the International Academe of EnScieMa which is composed of the

Grade 7, Grade 8, Grade 9 and Fourth Year students of the school year 2014 –

2015 is considered. The vocabulary competence and academic performance of

these students are determined.

Research Instrument

In determining the vocabulary students of the high school students, the

researchers constructed a 100-item test. This is an examination which will

assess the vocabulary competence of the students through the application of

their vocabulary. Moreover, it is patterned from the EnScieMa Blitzkrieg

Vocabulary Contest (2014) Questionnaires which are categorized into two: a)

Grade 7 and Grade 8 Level; and b) Grade 9 and Fourth Year Level. The scores

of the students will determine their vocabulary competence. Here are the ranges

of the scores and their corresponding descriptions in vocabulary competence:

100% – Excellent, 90-99% – Very Good, 80-89% – Good, 70-79% – Average,

50-69% – Below Average, Below 50% – Poor.

In gathering the academic performance of the high school students, the

researchers will submit a letter to the office of the school principal asking his
permission to let the researchers be given with the information pertaining to the

academic profile of the respondents. There will be two tables: one for the

academic profile of the students in terms of their grades in their major subject in

English and another for their academic profile in terms of the average of their

grades in the English electives. The names of the students are placed in a sheet

of paper divided into two columns. The first column contains the names of the

high school students from Grade 7 to Fourth Year. The second column is for the

Third Quarterly Grades of the students in English.

Data Gathering Procedure

First, the researchers will secure the list of students of the whole high

school department of International Academe of EnScieMa who are enrolled

during the school year 2014 – 2015. Next, the researchers will send a letter to

school principle to ask permission to distribute the questionnaires on vocabulary

competence. After getting the permit, the questionnaires were will be handed to

the target respondents. The researchers will gather all the questionnaires after

the respondents finish answering them.

The researchers will send a letter to the same school principal asking for

permission to access the academic profile of the respondents. The grades of the

respondents in English will be used in finding the relationship between the

respondents’ vocabulary competence and their academic performance. The data

gathered will be recorded, tabulated and analyzed.

Statistical Treatment

The researchers will use the Pearson Product-Moment Correlation in

analyzing the relationship between the vocabulary competence of the students

and their academic performance in English. The following is the formula:

n  XY   X  Y
r XY 
n X 2  
   X   nY 2   Y  
2 2

Where:

n  number of students

Xi 
vocabulary competence of the high school students

Yi 
academic performance in English

DEFINITION OF TERMS

For the readers, the researchers would like to clarify important terms.

They have presented operational definitions of these:

Academic Performance. This refers to the grades of the high school

department of the International Academe of EnScieMa from first year to fourth

year that are received during the third quarter of the school year 2014 – 2015.

The descriptions of these academic performances are Excellent (from 1.0 – 1.5),

Very Good (from 1.6 – 2.0), Good (from 2.1 – 2.5), Passed (from 2.6 – 3.0) and

Failed (from 3.0 – 5.0).

Vocabulary Competence. It is an intellectual competence which refers to

the ability to recognize and accurately use one’s wide range of vocabulary in

terms of their corresponding definitions.

 English. It is a curriculum that high school students of the International

Academe of EnScieMa are required to take. It is categorized into two: a) English

or Language – the major subject; and b) English elective.

BIBLIOGRAPHY
A. Websites

B.P. 232. (1982, September 11). Retrieved July 14, 2014, from Lawphil.net:
http://www.lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html

B. Books

Chamorro-Premuzic, T., & Furnham, A. (2005). Personality And Intellectual

Competence.
APPENDICES
 Appendix B

Grade 7 & Grade 8

Vocabulary Competence Assessment Examination

Test 1 – Instructions: Determine the best word that would complete the sentence.
Encircle the letter of your answer.

1. We dressed formally for the _____ affair because we were going to meet
very influential people.
a. WINCE
b. WAN
c. REPUTABLE
d. GALA
e. HEARTRENDING
2. Scrooge had a(n) _____ of gold coins but he refused to donate any to
charity or pay decent wages.
a. MALINGER
b. BASK
c. BLASÉ
d. ORNATE
e. GLUT
3. The brutal _____ was run by a harsh dictator who imprisoned anyone who
spoke out against his administration.
a. CANVASS
b. STALEMATE
c. MARGINAL
d. FALLIBLE
e. REGIME
4. The Prom was held in _____ to the beach so we all jumped in and got our
clothes soaking wet.
a. SOLICITOUS
b. APT
c. PROXIMITY
d. REPERCUSSION
e. PSEUDONYM
5. We thought she was trying to _____ everybody with her irrational
behavior.
a. SHIRK
b. CONSOLIDATE
c. TRANSPARENT
d. BEWILDER
e. COINCIDE
6. The players continued to _____ him by not inviting him to their parties
because he didn't make the team.
a. DECOY
 b. OSTRACIZE
c. NEGLIGENT
d. OUTLANDISH
e. ALOOF
7. He was a _____ from the law whose picture was on America's most
Wanted program.
a. VENGEANCE
b. GRUESOME
c. FUGITIVE
d. PERVADE
e. GRATITUDE
8. She was a quiet _____ person who dressed in a modest fashion.
a. PLUNDER
b. RUBBLE
c. SERVILE
d. UNASSUMING
e. FIASCO
9. I love to _____ through the internet for hours and hours.
a. INDULGE
b. UNSCATHED
c. BROWSE
d. MEDITATE
e. FEUD
10. California created advertisements to _____ their image as a good place to
live.
a. DEXTEROUS
b. TAWDRY
c. FRIVOLOUS
d. FORTHRIGHT
e. BOLSTER
11. The police officer at the school is always _____ in case of trouble.
a. VIGILANT
b. MALIGNANT
c. DESPOT
d. DOMINATE
e. INTERROGATE
12. It was a(n) _____ to try and squeeze too many people in the elevator.
a. SCAVENGER
b. IMPEDIMENT
c. MYRIAD
d. VAUNTED
e. FIASCO
13. He took a lie detector test to _____ he was telling the truth.
a. VOID
b. PRESCRIBE
c. VERIFY
 d. FEUD
e. FRUSTRATE
14. We were afraid the storm would _____ the town and kill people.
a. TENET
b. RAVAGE
c. COLLABORATE
d. MENDICANT
e. ASSERT
15. The water continued to _____ down the window after the rain.
a. AFFLICTION
b. SALVO
c. RÉSUMÉ
d. TRICKLE
e. PERVADE
16. Repairing the watch was _____ work which took a long and painstaking.
a. GRATIFY
b. INSTILL
c. AMPLIFY
d. RECOURSE
e. TEDIOUS
17. The planet Mars was _____ of any living creature so don't plan to vacation
there.
a. VOID
b. INDIGNANT
c. DUPE
d. CLUTTER
e. SURPLUS
18. Both parents had to _____ him out of his deep sleep in order to get him to
school.
a. JOSTLE
b. BLASÉ
c. OSTRACIZE
d. AUDACIOUS
e. OUST
19. The knight was trying to _____ the dragon from the castle when the
dragon crushed him with his tail and barbecued him for dinner.
a. VANQUISH
b. VERIFY
c. CUSTOMARY
d. GRIM
e. MALIGNANT
20. Everyday, we would meet to _____ with each other for our baseball card
collections.
a. ENDOW
b. ABUT
c. BARTER
 d. AGHAST
e. VILIFY
21. He cleaned the garage which made his clothes so _____ that we couldn't
get the dirt out.
a. BELLOW
b. TIMIDITY
c. GRIMY
d. UNIQUE
e. ERADICATE
22. The _____ brought several products so we could choose what our
customers would buy.
a. VENDOR
b. APT
c. ROTE
d. PERCEPTIBLE
e. ALOOF
23. I knew the cereal was _____ because it was stated on the box.
a. INTERMINABLE
b. REGIME
c. NUTRITIOUS
d. OFFICIATE
e. BENEFICIARY
24. The founders wrote a(n) _____ of their beliefs called the Constitution of
the United States.
a. DOCTRINE
b. BOLSTER
c. CRYPTIC
d. ARMISTICE
e. ALLOT
25. The car accident became a(n) _____ for everyone in the vehicle.
a. SULLEN
b. INFLICT
c. HAZARD
d. ORDEAL
e. POTENTIAL
26. In an attempt to _____ herself, she pounded her fists on the table and
spoke in a loud, forceful manner about what she wanted to her teddy bear.
a. INTRIGUE
b. WHIMSICAL
c. ARTICULATE
d. ASSERT
e. BLASÉ
27. The player wouldn't pass the ball because he wanted to _____ the game
so the coach benched him and stated that there is no I in team.
a. OVERTURE
b. MEDITATE
 c. LEGITIMATE
d. INTERMINABLE
e. DOMINATE
28. We were in _____ need of people to make sandbags to contain the
flooding in our neighborhoods.
a. BLASÉ
b. REGALE
c. INFILTRATE
d. DIRE
e. TURNCOAT
29. I used matches to _____ the bonfire at the beach.
a. IGNITE
b. DILAPIDATED
c. ENTREPRENEUR
d. PEEVISH
e. VERIFY
30. We let the dog run around the yard with a(n) _____ attached to his collar.
a. BANTER
b. CITE
c. TETHER
d. NAUSEATE
e. ABYSS
31. He was _____ that his neighbor had an ulterior motive for removing snow
from his driveway.
a. BELLOW
b. ULTIMATE
c. LEGIBLE
d. CYNICAL
e. FICKLE
32. They were both trying to _____ for the title of Homecoming Queen by
bribing people with food and dates.
a. AVAIL
b. APT
c. INDISCRIMINATE
d. MAIM
e. VIE
33. The teacher began to _____ every student in the class when she realized
that someone had stolen her teacher’s manual.
a. DOWNTRODDEN
b. INTERROGATE
c. REGAL
d. GRATITUDE
e. LEGIBLE
34. Practicing anorexia can cause a(n) _____ to your health so I don't
recommend you do it.
a. BLASÉ
 b. CAUSTIC
c. COMPLY
d. DEXTEROUS
e. DETRIMENT
35. A love letter was left in her locker from a(n) _____ source but she wasn't
sure if it was real or a joke so she didn't tell anyone about it and she tried
to find the nameless person.
a. COINCIDE
b. CLARIFICATION
c. MISCELLANEOUS
d. AJAR
e. ANONYMOUS
36. Sweeps week is a(n) _____ for the television networks because so many
people will watch their shows.
a. CITE
b. DEPLORE
c. BONANZA
d. TRACTABLE
e. ATTEST
37. The new law is _____ while Congress decides whether to vote yes or no.
a. HOAX
b. FIREBRAND
c. PENDING
d. GAUDY
e. MULL
38. She made a(n) _____ inquiry about her brother's health after taking him to
the emergency room.
a. SOLICITOUS
b. TEDIOUS
c. COWER
d. STEADFAST
e. GINGERLY
39. She tried to _____ over the prices at the grocery store but the manager
told her we don't bargain over prices here.
a. HAGGLE
b. DISRUPT
c. VITAL
d. PRUDENT
e. CONTROVERSIAL
40. Everyone treated that new kid like a(n) _____ but he really wanted to
make new friends so we asked him to sit at our lunch table.
a. ASSERT
b. PLEBEIAN
c. RECLUSE
d. UNASSUMING
e. DOCTRINE
41. He got the crowd to quiet down by using his _____ voice and demanding
quiet.
a. DISPUTATIOUS
b. CASUAL
c. PROMINENT
d. AUTHORITATIVE
e. ALLIANCE
42. The college needs to use a system which is _____ in order that the
records don't become unmanageable.
a. SCAPEGOAT
b. TRACTABLE
c. FALLACY
d. HOVER
e. INFILTRATE
43. We found out that the flying saucers were just a(n) _____ because we
saw the string attached to the ships.
a. SPIRITED
b. NOTABLE
c. ALLIANCE
d. HOAX
e. LEGIBLE
44. His asthma was a(n) _____ he planned to overcome with the help of his
family.
a. VEER
b. STRICTURE
c. ACCORD
d. IMPERATIVE
e. IMPEDIMENT
45. She was _____ in the way she handled the employees' odor problems.
a. SHIRK
b. INSINUATE
c. GRAPHIC
d. TACTFUL
e. LEGACY
46. When my boyfriend started treating me in a _____ manner, I dumped him
because I am nobody's slave.
a. SERVILE
b. APPARITION
c. ARROGANT
d. RATIONAL
e. INDISCRIMINATE
47. There were Easter eggs _____ in all directions for the children to find.
a. CATER
b. HURTLE
c. INNUMERABLE
d. ABOUND
 e. CLAMOR
48. Our properties were _____ but I decided to move so we are nowhere near
each other.
a. ABUT
b. LOITER
c. CURT
d. CONVEY
e. BONANZA
49. I went to see a show which was a(n) _____ about how funny high school
looks when you are an adult.
a. DETEST
b. RURAL
c. TURMOIL
d. NUB
e. FARCE
50. The criminal would receive counseling in order to _____ him into a good
citizen.
a. WILLFUL
b. PLEBEIAN
c. REHABILITATE
d. DEXTEROUS
e. DEVOID

Grade 9 & 4th Year

Vocabulary Competence Assessment Examination

Test 1 – Instructions: Determine the best word that would complete the sentence.
Encircle the letter of your answer.

1. Clifford the red dog broke its leash and ran around _____ on the streets of
Manhattan causing havoc everywhere he went.
a. MALIGN
b. UNBRIDLED
c. SKEPTICAL
d. TANTALIZE
e. SPARSE
2. I believed his actions were _____ because he had such a truthful smile on
his face, but I later found out the jewelry salesman sold me a fake
diamond!
a. UNFEIGNED
b. ANTIPATHY
c. APPLICABLE
d. CONTENTIOUS
 e. TENTATIVE
3. I couldn't believe the _____ these people possessed because they would
go out every weekend and help feed the homeless.
a. CONCEDE
b. MOMENTOUS
c. PROGNOSIS
d. HORDE
e. LIBERALITY
4. After losing both his legs and arms in a wheat thresher, the clown suffered
the _____ loss of his large red nose as well, so he frowned.
a. REPRESS
b. GRIMACE
c. LAMENTABLE
d. INFALLIBLE
e. ULTIMATUM
5. The _____ in this nation are too poor to make it to the voting booths, so
the rich always win elections.
a. SURLY
b. ALIEN
c. LABORIOUS
d. IMPOVERISHED
e. WILY
6. I was glad that she chose a restaurant that served _____ food, because I
was not going to sit and eat bread at another restaurant that only served
snails again.
a. LAUD
b. PALATABLE
c. OMNISCIENT
d. BUFFET
e. PLAGIARISM
7. Some people misinterpret his _____ as being egotistical, but I know he is
full of the self-confidence needed for the job.
a. AD INFINITUM
b. BRAZEN
c. ASSURANCE
d. DWINDLE
e. THREADBARE
8. The _____ for moving to Gotham City is that there so many superheroes
that live and visit there!
a. SUPPRESS
b. AMICABLE
c. PREMEDITATED
d. IMPETUS
e. SQUALID
9. I thought it would be funny to _____ a fight between the two boxers before
their official bout so I didn't have to pay for tickets.
 a. PLAINTIFF
b. INCITE
c. IRREVERENT
d. IMPROVISE
e. SHACKLE
10. I thought I'd enjoy egging my history teacher's house, but I was feeling a
lot of _____ after the fact.
a. MARTINET
b. INDOMITABLE
c. COMPUNCTION
d. IRRELEVANT
e. INFINITESIMAL
11. The man was so _____ that I didn't think he'd ever get angry, until he saw
his daughter's cell phone bill.
a. CORDIAL
b. UNFLINCHING
c. APPORTION
d. GHASTLY
e. TEMPERATE
12. Riding in the front seat of the rollercoaster was the _____ of when she
said she wouldn't even go on the ride!
a. ANTITHESIS
b. STULTIFY
c. DISCREPANCY
d. EXTANT
e. UNCANNY
13. He was so _____ at playing tennis he became the state champion.
a. ADEPT
b. MOMENTOUS
c. DROSS
d. IMPENITENT
e. MALIGN
14. The mansion was so _____ that I had no doubts the owner was a member
of the royal family.
a. REPRESS
b. STATELY
c. ANIMOSITY
d. PUNGENT
e. MUSTY
15. The baby looked so _____ that Anne Geddes decided to snap some cute
pictures of it with angel wings.
a. INANIMATE
b. HARANGUE
c. ADHERENT
d. CLEAVE
e. CHERUBIC
16. I did NOT agree to go to the function - I was forced by _____!
a. PINNACLE
b. DURESS
c. STARK
d. FINITE
e. TACT
17. Since she had lived in the city for years and I had just moved here, my
new friend was also a(n) _____ during my relocation.
a. EXULT
b. ASSET
c. IRONIC
d. BEQUEATH
e. PANACEA
18. There are still some _____ people who hold strongly to the belief that 80's
music is great.
a. SHACKLE
b. STATUTE
c. ADMONISH
d. SPASMODIC
e. OPINIONATED
19. I used my position as professor to _____ the situation and influence the
school to lighten the punishment on the protesting students.
a. VANGUARD
b. TEPID
c. NOSTALGIA
d. OMNIVOROUS
e. MILITATE
20. Once the public became _____ of the truth behind the latest tax-hike, they
voted the crooked president out of office.
a. LATENT
b. CREDIBLE
c. CORNERSTONE
d. ENLIGHTENED
e. INANIMATE
21. When the drive-thru attendant spilled coffee on the old lady, McDonald's
tried to _____ her by giving her $2 Million and printing the word "Hot" on
every coffee cup thereafter.
a. COERCE
b. MALEVOLENT
c. AMEND
d. CHAGRIN
e. PLACATE
22. Looking at the sky made Jane _____ the meaning of her own existence,
which made her head hurt.
a. INSTITUTE
b. PONDER
 c. RECOUP
d. BLASPHEMY
e. PENSIVE
23. The _____ husband upset the wife even more when he did not respond
emotionally to her anger or tears.
a. NOCTURNAL
b. INFALLIBLE
c. LIMPID
d. PHLEGMATIC
e. RETROGRESS
24. Computer geeks seem to have a noticeable _____ because they don't get
much sun.
a. IMMUNITY
b. AVERT
c. ASSURANCE
d. PALLOR
e. INVINCIBLE
25. When one has a(n) _____ personality, it's hard to comfortably mingle at a
party.
a. EDICT
b. SINUOUS
c. VEHEMENT
d. RETICENT
e. AMICABLE
26. The monkey's penmanship was so _____ I don't think he was trying to
write anything meaningful at all.
a. BRUNT
b. REBUT
c. CATALYST
d. APPRECIABLE
e. ILLEGIBLE
27. I used to tell people that their epidermis was showing in hopes that they
would _____ the meaning of epidermis and check their fly.
a. EXPONENT
b. TURBULENT
c. MISCONSTRUE
d. INFINITESIMAL
e. LOLL
28. This booming _____ is the center of city nightlife, so we don't mind driving
up every weekend.
a. METROPOLIS
b. INSTITUTE
c. FODDER
d. UNBRIDLED
e. MARAUDER
29. The Washington Monument seems to _____ out of the ground, as if it
were jutting out of the Earth itself.
a. CRAVEN
b. PROWESS
c. OMNISCIENT
d. EMBARK
e. PROTRUDE
30. After they forced us to sit through the toddler's _____ two-hour drum solo,
we decided that the next-door neighbor's drum hobby wasn't so
unbearable anymore.
a. FATED
b. APPORTION
c. INTOLERABLE
d. LARCENY
e. PERILOUS
31. I accidentally must have downloaded a copyrighted mp3, so I decided to
_____ it off of my hard drive, leaving no trace that I ever downloaded it.
a. DELETE
b. EXPLICATE
c. JEOPARDIZE
d. CHASTISE
e. DETERIORATE
32. I wasn't about to get in his _____ raft because I knew its sloppily-made
bottom would leak the instant someone sat on it.
a. SPRIGHTLY
b. DOLEFUL
c. RENDER
d. ASSIMILATE
e. SHODDY
33. We definitely have a _____ of football players in the Philippines, so why
don't people like to play football here?
a. EXULT
b. APPALL
c. DEARTH
d. COMPATIBLE
e. ASKEW
34. Some people make the _____ assumption that this website is affiliated
with the publishers of Vocabulary Workshop, but we are not.
a. DUBIOUS
b. DELETERIOUS
c. ERRONEOUS
d. EFFACE
e. POIGNANT
35. The _____ waiter was soon persuaded to give his table free appetizers.
a. STOLID
b. SUPPLE
 c. DERIDE
d. PLIABLE
e. PRETEXT
36. The kids at recess thought it was funny to _____ the new boy's attire, but
they later were all wearing biker shorts because Hollywood said it was
"cool."
a. COMPORT
b. COMMEND
c. PROTRACT
d. REBUT
e. TAUNT
37. The robber made a point to _____ his firearm so that everyone in the bank
could see it was real.
a. PERPETUATE
b. BRANDISH
c. EXTINGUISH
d. DETONATE
e. SUAVE
38. The _____ asked for handouts on the streets of the city to get a good
meal.
a. ELITE
b. SLAPDASH
c. HAMPER
d. PAUPER
e. BALDERDASH
39. Seeing as my mother is a(n) _____ woman, we tend to have arguments
over very stupid and unimportant things.
a. BELLICOSE
b. EXPLICATE
c. VEHEMENT
d. INVETERATE
e. INSUPERABLE
40. Due to the speaker's _____, we were able to get out of class early today.
a. TWADDLE
b. SPURN
c. BREVITY
d. DWINDLE
e. ANIMOSITY
41. His bedroom was so messy; he couldn't find anything he needed in all the
_____.
a. ACCLIMATE
b. CHAOS
c. CONSECRATE
d. ACQUIESCE
e. DISCOMBOBULATION
42. Someday I hope to have a(n) _____ career being a cowboy but I guess I
will need to be a fake actor cowboy to make lots of money.
a. LUCRATIVE
b. RELENTLESS
c. POMPOUS
d. ATONE
e. ABRIDGE
43. Eeyore's _____ disposition made Winnie the Pooh depressed.
a. EXUBERANT
b. VIVACIOUS
c. SULTRY
d. DOUR
e. OBNOXIOUS
44. After a big Thanksgiving, most people feel _____ from the tryptophan in
the turkey.
a. JUBILANT
b. RELENTLESS
c. ZEALOUS
d. ARDUOUS
e. LANGUID
45. Prince Charming was so _____ that all the ladies fell in love with his suave
and polished mannerisms.
a. ABHORRENT
b. INNOCUOUS
c. URBANE
d. FACSIMILE
e. MANDATORY
46. Lisa Lampanelli made a point to mock everyone in the audience, but it
was just part of this _____ comedienne's act.
a. SARDONIC
b. RUGGED
c. SPRIGHTLY
d. PERVERSE
e. ADMONISH
47. The nerdy science student became a(n) _____ scientist who was known
for his work in cancer.
a. SCUTTLE
b. ARCHAIC
c. SORDID
d. ABRIDGE
e. ILLUSTRIOUS
48. I was glad to find out that untouched portions of nature were still _____,
because I was worried that mini-malls and skyscrapers made them all
disappear.
a. ASSIDUOUS
b. EXTANT
 c. INTIMATION
d. ASSENT
e. SUPERFICIAL
49. Our waiter was so _____ that he must have spent 15 minutes talking
about the specials before we could tell him our order.
a. INSCRIBE
b. DIFFUSE
c. PALLOR
d. DEMURE
e. VENOMOUS
50. Nostradamus is supposed to be so _____ that he could see the future.
a. QUANDARY
b. INTUITIVE
c. METICULOUS
d. SCRUPULOUS
e. CLAIRVOYANT