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COMPUTING THE VOCABULARY DEMANDS OF L2 READING
"... Linguistic computing can make two important contributions to second language (L2) reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of inpu ..."
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Linguistic computing can make two important contributions to second language (L2) reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of input for the learner. The research section of the paper addresses the question of whether reading alone can give learners enough vocabulary to read. When the computer’s ability to process large amounts of both learner and linguistic data is applied to this question, it becomes clear that, for the vast majority of L2 learners, free or wide reading alone is not a sufficient source of vocabulary knowledge for reading. But computer processing also points to solutions to this problem. Through its ability to reorganize and link documents, the networked computer can increase the supply of vocabulary input that is available to the learner. The development section of the paper elaborates a principled role for computing in L2 reading pedagogy, with examples, in two broad areas, computer-based text design and computational enrichment of undesigned texts.
Validating the Construct of Word in Applied Corpus-based Vocabulary Research: A Critical Survey
"... Corpus-based vocabulary research has had a profound impact on English language education, and there is abundant evidence that this will remain the case for the foreseeable future. Perhaps the greatest challenge of such research is the determination of what constitutes a Word for counting and analysi ..."
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Corpus-based vocabulary research has had a profound impact on English language education, and there is abundant evidence that this will remain the case for the foreseeable future. Perhaps the greatest challenge of such research is the determination of what constitutes a Word for counting and analysis purposes. Decisions in this regard have important ramifications not only for the lexical findings themselves, but also for the pedagogical theories and practices that derive from them. This article surveys several fields of study in order to discuss this dilemma, with a particular focus on three problematic areas relating to computer-processed corpora: (a) morphological relationships between words, (b) homonymy and polysemy, and (c) multiword items. The article concludes with recommendations for assessing the validity of the Word construct in applied corpus-based vocabulary research. The influence of corpora and corpus-based research on educational theories and practices is well-established in both first language (L1) and second
An analysis of lexical errors in the English compositions of Thai learners
- Prospect
, 2006
"... The importance of vocabulary in second language (L2) wnnng is widely accepted, but there has been relatively little research into the lexical errors learners produce when writing in their second language. Moreover, the error categorisation frameworks used in some previous studies have addressed only ..."
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The importance of vocabulary in second language (L2) wnnng is widely accepted, but there has been relatively little research into the lexical errors learners produce when writing in their second language. Moreover, the error categorisation frameworks used in some previous studies have addressed only a relatively limited number of lexical error categories. In this paper the authors used a more comprehensive error taxonomy based on James (1998), with some additions from Leech's semantics (1981), to analyse Thai third-year university students ' English compositions for lexical errors. The analysis revealed that (a) 'near synonyms ' were the most numerous errors, followed by 'preposition partners ' and 'suffixes', (b) the students had more difficulty with semantics than the forms of words, and (c) the identified sources of errors were mainly from L2 intrinsic difficulty rather than the first language (Ll) transfer. The findings from the Thai students ' written lexical errors have impli-cations for L2 vocabulary teaching and learning, which should be of interest to wider English as a Second Language (ESL)/English as a Foreign Language (EFL) contexts. Research into lexical errors The language produced by foreign language (FL) learners almost inevitably contains errors of various types. This is the process of learning a language. Empirical evidence suggests that lexical errors are the most frequently occurring
Replication studies
"... How much vocabulary is needed to use English? Replication of ..."
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How much vocabulary is needed to use English? Replication of
VOCABULARY THROUGH AFFIXES AND WORD FAMILIES – A COMPUTER- ASSISTED LANGUAGE LEARNING PROGRAM FOR ADULT ELL STUDENTS
, 2015
"... This Thesis is brought to you by CUNY Academic Works. It has been accepted for inclusion in All Dissertations, Theses, and Capstone Projects ..."
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This Thesis is brought to you by CUNY Academic Works. It has been accepted for inclusion in All Dissertations, Theses, and Capstone Projects
Strategy?
"... Abstract—The study presented in this article deals with the use of word-building strategy, one which helps EFL students ' skill of word recognition. There are two observable strategies which are usually employed in working out the meaning of unknown words: The direct method refers to students & ..."
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Abstract—The study presented in this article deals with the use of word-building strategy, one which helps EFL students ' skill of word recognition. There are two observable strategies which are usually employed in working out the meaning of unknown words: The direct method refers to students ' general attempt to learn vocabulary items without any conscious attention to the internal structure of the word. The second which is a word building process relies on the ability to work out the meaning of the item by analyzing the constituent parts of the word. The effect of each strategy could by subject to controversy. Is it the word building processes which might be used as a major strategy or is it dealing with words as entire units without attending to the parts? Thirty under-graduate students majoring in TEFL at Islamic Azad University, Najafabad Branch, participated in a task involving them in finding translation equivalents of lexical items presented to them in two translation tasks which required them to give the Persian (L1) translations for English words (L2). The words given to them in the tow tasks included both stem words as well as derived words. An Interview was run to get information about how the participants recognized the meaning of the words which were given to them to translate. The results of our comparison of the data showed that few students out of the entire population seemed to have and employ word-building knowledge. The majority did not use word-building knowledge in recognizing derived words; they favored an approach which involved attention to the whole unit. Students’
Looking at L2 vocabulary knowledge dimensions from an assessment perspective -challenges and potential solutions
"... The heightened interest in L2 vocabulary over the last two or three decades has brought with it a number of suggestions of how vocabulary knowledge should be modelled. From a testing and assessment perspective, this paper takes a closer look at some of these suggestions and attempts to tease out ho ..."
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The heightened interest in L2 vocabulary over the last two or three decades has brought with it a number of suggestions of how vocabulary knowledge should be modelled. From a testing and assessment perspective, this paper takes a closer look at some of these suggestions and attempts to tease out how terms like model, dimension and construct are used to describe different aspects of vocabulary knowledge, and how the terms relate to each other. Next, the two widely assumed dimensions of vocabulary breadth and depth are investigated in terms of their viability for testing purposes. The paper identifies several challenges in this regard, among others the questionable assumption that multi-word units like collocations naturally belong in the depth dimension, and problems that follow from the complex and often ill-defined nature of the depth dimension. Suggestions for remedies are provided.
Iranian pre-university student's retention of collocations: Implicit exposure or explicit instruction PUBLIC INTEREST STATEMENT Nouzar Gheisari
"... Abstract: The effectiveness of different teaching methods of collocational expressions in ESL/EFL contexts of education has been a point of debate for more than two decades, with some believing in explicit and the others in implicit instruction of collocations. In this regard, the present study aim ..."
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Abstract: The effectiveness of different teaching methods of collocational expressions in ESL/EFL contexts of education has been a point of debate for more than two decades, with some believing in explicit and the others in implicit instruction of collocations. In this regard, the present study aimed at finding about which kind of instruction is more rewarding for Iranian pre-university students in Iran. To this end, 90 pre-university students were randomly distributed into three groups, explicit instruction, implicit exposure, and control group with each containing 15 female and 15 male students. All the groups participated in preparatory classes which lasted for 8 weeks, 16 sessions for each class. The participants were then given three sets of multiple choice questions as pretest, posttest, and delayed posttest. The results of data analysis indicated that both implicit and explicit method of teaching collocations were effective with regard to their efficiency in development of collocational knowledge in both posttest and delayed posttest. However, the explicit group outperformed the implicit group in both posttest and delayed posttest. The findings of the study can be illuminating for all those who are teaching English in both formal and informal context of education in Iran. PUBLIC INTEREST STATEMENT Teaching collocations in an explicit way can be very helpful in EFL contexts of education where exposure to L2 texts and materials is either nonexistent or rare outside the classroom context. In the present study, the researchers found that teaching collocations both by awareness raising and explicit instruction can be fruitful for preuniversity students. However, the results of explicit teaching of collocations (by grouping them on the whiteboard, repeating them frequently in bold in sample texts which are teacher made while they are restated at the end of the text, and giving the students tests in which collocational strings are the target at the beginning of each class by leaving a word of collocational strings to be filled in by the learners) could be very beneficial for the learners.
Pronouncing the Academic Word List: Features of L2 Student Oral Presentations
"... This paper is an analysis of lexical choices, pronunciation errors, and discourse features found in a corpus of student presentation speech. The speakers were Swedish natives studying Technical English. Particular emphasis is given to the pronunciation of the words most often used in academic texts. ..."
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This paper is an analysis of lexical choices, pronunciation errors, and discourse features found in a corpus of student presentation speech. The speakers were Swedish natives studying Technical English. Particular emphasis is given to the pronunciation of the words most often used in academic texts. 93 % of words used in the corpus came from the most frequent 2570 lexemes of academic written English, 99% of all words were acceptably pronounced, disfluencies occurred at relatively stable inter-student rates, and 30 % of all new sentences began with the conjunction ‘and’. 1.
CHAPTER 50 CURRENT PERSPECTIVES ON VOCABULARY TEACHING AND LEARNING
"... This chapter reviews key vocabulary research and draws a number of teaching and learning implications from that research. Lexical areas addressed include the amount of vocabulary required to use English, what it means to know and learn a word, the incremental nature of vocabulary acquisition, the ro ..."
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This chapter reviews key vocabulary research and draws a number of teaching and learning implications from that research. Lexical areas addressed include the amount of vocabulary required to use English, what it means to know and learn a word, the incremental nature of vocabulary acquisition, the role of memory in vocabulary learning, incidental and intentional vocabulary learning, techniques for effective vocabulary teaching, and the role of learning strategies in vocabulary acquisition. The insights and techniques discussed in this chapter can help teachers develop more principled, and hopefully more effective, vocabulary programs for their students.
