This study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

本研究调查了这样一种观点，即专业学科词汇知识可以对学业成绩产生显着且可衡量的影响，与一般和学术词汇知识的影响分开并补充。它检验了 Hyland 和 Tse (TESOL Quarterly, 41:235–253, 2007) 的建议，即在教学中应更多地关注专业词汇。埃及一所大学的商科学生根据 GPA 和商业模块分数测试了三种类型的词汇知识，即一般的、学术的和专业的商业词汇因素。结果表明，虽然一般词汇量对学术成功因素的方差有最大的解释，但其他两个因素——学术词汇和专业商业词汇——分别做出了进一步的贡献。