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Corpus-based approaches for the creation of a frequency based vocabulary list in the EU project KELLY – issues on reliability, validity and coverage
"... At present there are relatively few vocabulary lists for Swedish describing modern vocabulary as well as being adapted to language learners ’ needs. In Europe including Sweden there exist approaches to unify ways of working consistently with language learning, one example worth naming in this respec ..."
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At present there are relatively few vocabulary lists for Swedish describing modern vocabulary as well as being adapted to language learners ’ needs. In Europe including Sweden there exist approaches to unify ways of working consistently with language learning, one example worth naming in this respect is the Common European Framework of Reference (CEFR) which provides guidelines for systematic approach to language teaching and assessment of language proficiency. This article describes EU project Kelly (KEywords for Language Learning for Young and adults alike, 2009-2012), the main objective of which was to create vocabulary lists for nine languages (Swedish, English, Norwegian, Greek, Italian, Polish, Arabic, Chinese and Russian) and adapt them to CEFR levels. We describe the process of compiling and validating the Swedish Kelly-list, dwell on benefits and limitations of using a corpus based approach in this project; as well as mention the impact of the methodological approach for compiling vocabulary lists for specific purposes.
Mining Programming Language Vocabularies from Source Code
"... Abstract. We can learn much from the artifacts produced as the by-products of software development and stored in software repositories. Of all such potential data sources, one of the most important from the perspective of program comprehension is the source code itself. While other data sources give ..."
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Abstract. We can learn much from the artifacts produced as the by-products of software development and stored in software repositories. Of all such potential data sources, one of the most important from the perspective of program comprehension is the source code itself. While other data sources give insight into what developers intend a program to do, the source code is the most accurate human-accessible description of what it will do. However, the ability of an individual developer to comprehend a particular source file depends directly on his or her familiarity with the specific features of the programming language being used in the file. This is not unlike the difficulties second-language learners may encounter when attempting to read a text written in a new language. We propose that by applying the techniques used by corpus linguists in the study of natural language texts to a corpus of programming language texts (i.e., source code repositories), we can gain new insights into the communication medium that is programming language. In this paper we lay the foundation for applying corpus linguistic methods to programming language by 1) defining the term “word ” for programming language, 2) developing data collection tools and a data storage schema for the Java programming language, and 3) presenting an initial analysis of an example linguistic corpus based on version 1.5 of the Java Developers Kit. 1
Recognition and Production of Colligations
"... The present study investigated the effect of type of context (single sentence vs. paragraph) on the learning of English colligations. For this purpose, 23 Iranian EF learners in three intact classes participated in the study. Two sets of colligations (adjective+ preposition and preposition+ noun) we ..."
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The present study investigated the effect of type of context (single sentence vs. paragraph) on the learning of English colligations. For this purpose, 23 Iranian EF learners in three intact classes participated in the study. Two sets of colligations (adjective+ preposition and preposition+ noun) were selected to be included in the study and the classes were randomly assigned to one control and two experimental groups. The control group (CG) received the colligations in a list, experimental group 1 (EG1) received each colligation in a single sentence, and experimental group 2 (EG2) received the same colligations in paragraphs of four to five lines. Two tests (a multiple- choice and a fill-in-the-blank) were administered to investigate the effect of type of context on the learners ’ recognition and production of the colligations. A one-way ANOVA and a post hoc Scheffe test were run to analyze the data. The results revealed that the participants in the paragraph group (EG2) significantly outperformed the participants in the list group (CG) in terms of both recognition and production. However, there was no significant difference between the performance of the participants in EG1 and EG2 both on recognition and production tests. Besides, the difference in the performance of the participants in EG1 and CG in terms of recognition and production was not significant, either. It was concluded that contextualization would maximize learning and that a single sentence context would not serve a good definition of context.
Recommended Citation Kusseling, Francoise S., "A Corpus-Based Evaluation of the Common European Framework Vocabulary for French Teaching and Learning " (2012). All Theses and Dissertations. Paper 3506. A Corpus-Based Evaluation of the Common European Fram
, 2012
"... This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact scholarsarchive@byu.edu. ..."
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This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact scholarsarchive@byu.edu.
SweVoc -A Swedish vocabulary resource for CALL
"... Abstract The core in language teaching and learning is vocabulary, and access to a delimited set of words for basic communication is central for most CALL applications. Vocabulary characteristics also play a fundamental role for matching texts to specific readers. For English, the task of grading t ..."
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Abstract The core in language teaching and learning is vocabulary, and access to a delimited set of words for basic communication is central for most CALL applications. Vocabulary characteristics also play a fundamental role for matching texts to specific readers. For English, the task of grading texts into different levels of difficulty has long been facilitated by the existence of word lists serving as guides for vocabulary selection. For Swedish, the situation is with a few exceptions less fortunate, in that no base vocabulary organized according to aspects of usage has existed. The Swedish base vocabulary -SweVoc -is an attempt to remediate this. It is a comprehensive resource, aimed at differentiating vocabulary items into categories of usage and frequency. As we are of the opinion that no corpus of written text can do fully justice of general language use, we have utilized materials from a second language as reference for delimiting the category of core words. Another belief is that the task of defining a base vocabulary can not be fully automatic, and that a considerable amount of manual, traditional lexicographic work has to be invested. Hence, the present approach is not an innovative, but a methodological approach to word list generation for a specific purpose, much like LSP. We anticipate SweVoc to be integrated in CALL applications for vocabulary assessment, language teaching and students' practice.
Advance Organizer Curriculum Goals Curriculum Overview
, 2009
"... One of the goals of Vocabulary through Morphemes is to learn the meanings of key morphemes (prefixes, roots, suffixes). However, the ultimate goal is for students to confidently infer unknown word meanings during independent reading in any subject area. Students can be taught to make this inference ..."
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One of the goals of Vocabulary through Morphemes is to learn the meanings of key morphemes (prefixes, roots, suffixes). However, the ultimate goal is for students to confidently infer unknown word meanings during independent reading in any subject area. Students can be taught to make this inference by combining information gleaned from the outside clues—the surrounding context around the word— and the inside clues—the morphemes inside the word. This is called the outside-in strategy (Ebbers & Denton, 2008). Effective teachers keep this key goal in mind, modeling the outside-in strategy frequently in order to help students become adept. Teachers can use a think-aloud procedures to help enable transfer of knowledge of affixes and roots to all reading materials across the curriculum. Thus, even though students eventually memorize the meanings of key prefixes and roots and become familiar with derivational suffixes, the greater goal is eventual independent application of this material to all texts. Another important goal of this program is to develop interest in words, etymology, word origins, analogies, derivatives, and word relationships. Interest should increase as self-efficacy increases, as students become more knowledgeable about affixes, roots, and word relationships. Interest is an important aspect of morphological awareness. Note: This curriculum is not a final authority on etymology, morphology, or linguistics in
Investigation the Impact of Focusing on Academic Vocabulary Using Multiple Assessment Measures
"... The academic word list (AWL) is essential for EFL learners wishing to study at university level in English speaking universities. This list, together with the 2000 most common English words, is vital for learners ’ comprehension of academic texts (Nation, 2006). However, the current practice of many ..."
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The academic word list (AWL) is essential for EFL learners wishing to study at university level in English speaking universities. This list, together with the 2000 most common English words, is vital for learners ’ comprehension of academic texts (Nation, 2006). However, the current practice of many presessional courses in the UK and English foundation courses elsewhere, e.g. Saudi Arabia, does not include the explicit teaching of the AWL within the curriculum, even though research has shown that direct teaching leads to higher pickup rates of the targeted words than implicit teaching (as in Sonbul and Schmitt, 2009). Academic vocabulary is mostly taught within other language input such as academic reading and listening, or made available for students for independent study. For this thesis, three studies have been conducted; the first investigated how much of the AWL is learned on typical presessional courses in an English speaking country- the UK. Two universities hosted this study, accommodating 103 participants in total. The second study investigated how much of the AWL is learned among students receiving two different methods of vocabulary teaching. This study took place at the Preparatory Year (PY) at KSU Riyadh, Saudi Arabia (the largest EFL project of its kind). Unlike most previous work, this study has used multiple measures to assess three levels of vocabulary knowledge: meaning recognition, written form recall aided by initial letters, and vocabulary richness in free-writing tasks. In the third study, learners and tutors were surveyed to state their beliefs, practices and experience in order to record their views concerning many issues regarding vocabulary teaching to advanced learners. The results show that EFL learners at this advanced stage of language study have a poor ability to produce academic words, regardless of their high performance in recognizing the AWL.
