Relevant bibliographies by topics / Low-frequency vocabulary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Low-frequency vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Low-frequency vocabulary.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Low-frequency vocabulary"

1

Schmitt, Norbert, and Diane Schmitt. "A reassessment of frequency and vocabulary size in L2 vocabulary teaching." Language Teaching 47, no. 4 (February 7, 2012): 484–503. http://dx.doi.org/10.1017/s0261444812000018.

Full text
Abstract:
The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), we argue that high-frequency English vocabulary should include the most frequent 3,000 word families. We also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8–9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts (Nation 2006). We label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. We illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary.
APA, Harvard, Vancouver, ISO, and other styles
2

Masrai, Ahmed. "Vocabulary and Reading Comprehension Revisited: Evidence for High-, Mid-, and Low-Frequency Vocabulary Knowledge." SAGE Open 9, no. 2 (April 2019): 215824401984518. http://dx.doi.org/10.1177/2158244019845182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Webb, Stuart. "Pre-learning low-frequency vocabulary in second language television programmes." Language Teaching Research 14, no. 4 (October 2010): 501–15. http://dx.doi.org/10.1177/1362168810375371.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lavoshnikova, Elina K. "WORD and low frequency vocabulary in dictionaries of the text editor." Vestnik Tomskogo gosudarstvennogo universiteta, no. 435 (October 1, 2018): 40–47. http://dx.doi.org/10.17223/15617793/435/5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Altalhab, Sultan. "The Vocabulary Knowledge of Saudi EFL Tertiary Students." English Language Teaching 12, no. 5 (April 7, 2019): 55. http://dx.doi.org/10.5539/elt.v12n5p55.

Full text
Abstract:
This study examines the vocabulary knowledge of 120 Saudi tertiary students in order to scrutinise their ability to communicate in English. A vocabulary test constructed by Nation and Beglar (2007) was utilised in the study. The findings revealed that the mean vocabulary size of Saudi EFL tertiary students was roughly 3000 words. Nevertheless, most of the participants achieved low scores in the vocabulary low frequency levels. Some participants were unable to answer any item correctly in these low and mid frequency levels. This suggests that while those students might be able to communicate at a basic level, dealing with reading simplified texts and comprehending listening materials, they may struggle with reading authentic texts, producing a high quality of writing and watching English TV programmes and films.
APA, Harvard, Vancouver, ISO, and other styles
6

Florit, Elena, Chiara Barachetti, Marinella Majorano, and Manuela Lavelli. "Home Language Activities and Expressive Vocabulary of Toddlers from Low-SES Monolingual Families and Bilingual Immigrant Families." International Journal of Environmental Research and Public Health 18, no. 1 (January 3, 2021): 296. http://dx.doi.org/10.3390/ijerph18010296.

Full text
Abstract:
Children from low-SES (socioeconomic status) and minority language immigrant families are at risk of vocabulary difficulties due to the less varied and complex language in the home environment. Children are less likely to be involved in home language activities (HLA) in interaction with adults in low-SES than in higher-SES families. However, few studies have investigated the HLA variability among low-SES, minority language bilingual immigrant families. This longitudinal study analyzes the frequency and duration of HLA and their predictive roles for expressive vocabulary acquisition in 70 equivalent low-SES monolingual and bilingual toddlers from minority contexts. HLA and vocabulary were assessed at 24 and 30 months in the majority language (Italian) and in total (majority+minority language) using parent and teacher reports. The frequency and duration of HLA in interaction with adults in total, but not in the majority language, at 24 months were similar for the two groups. These activities uniquely accounted for expressive vocabulary at 30 months, after accounting for total vocabulary at 24 months, in both groups. In conclusion, a minority-majority language context is not an additional risk factor for vocabulary acquisition if HLA is considered in interaction with adults in both languages. HLA are proximal environmental protective factors for vocabulary acquisition.
APA, Harvard, Vancouver, ISO, and other styles
7

Siregar, Fenty Lidya. "English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia." Humaniora 11, no. 2 (July 30, 2020): 75–81. http://dx.doi.org/10.21512/humaniora.v11i2.6388.

Full text
Abstract:
The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.
APA, Harvard, Vancouver, ISO, and other styles
8

Munson, Benjamin. "Nonword repetition and levels of abstraction in phonological knowledge." Applied Psycholinguistics 27, no. 4 (September 27, 2006): 577–81. http://dx.doi.org/10.1017/s0142716406290398.

Full text
Abstract:
Susan Gathercole's Keynote Article (2006) is an impressive summary of the literature on nonword repetition and its relationship to word learning and vocabulary size. When considering research by Mary Beckman, Jan Edwards, and myself, Gathercole speculates that our finding of a stronger relationship between vocabulary measures and repetition accuracy for low-frequency sequences than for high-frequency sequences is due to differences in the range of the two measures. In our work on diphone repetition (e.g., Edwards, Beckman, & Munson, 2004; Munson, Edwards, & Beckman, 2005) we tried to increase the range in our dependent measures by coding errors on a finer grained scale than simple correct/incorrect scoring would allow. Moreover, restriction of range does not appear to be the driving factor in the relationship between vocabulary size and the difference between high- and low-frequency sequence repetition accuracy (what we call the frequency effect) in at least one of our studies (Munson et al., 2005). When the children with the 50 lowest mean accuracy scores for high-frequency sequences were examined, vocabulary size accounted for 10.5% of the variance in the frequency effect beyond what was accounted for by chronological age. When the 50 children with the highest mean accuracy scores for high-frequency sequences were examined (a group in which the range of high-frequency accuracy scores was more compressed, arguably reflecting ceiling effects), an estimate of vocabulary size accounted for only 6.9% of the frequency effect beyond chronological age. The associated β coefficient was significant only at the α<0.08 level. This is the opposite pattern than Gathercole's argument would predict.
APA, Harvard, Vancouver, ISO, and other styles
9

Lu, Cailing, and Averil Coxhead. "Vocabulary in Traditional Chinese Medicine." ITL - International Journal of Applied Linguistics 171, no. 1 (April 2, 2019): 34–61. http://dx.doi.org/10.1075/itl.18020.lu.

Full text
Abstract:
Abstract This article reports on a corpus-based study of Traditional Chinese Medicine (TCM) vocabulary. It first provides a vocabulary profile of English-medium Traditional Chinese Medicine textbooks and journal articles using Nation’s (2012) British National Corpus/Corpus of Contemporary American English (BNC/COCA 25,000) frequency word lists and supplementary word lists of proper nouns, abbreviations, and compounds. Then, it categorizes items outside Nation’s BNC/COCA into Chinese loan words (e.g., qi, yang) and medical lexis (e.g., cinnamomi, rehmanniae), which cover 5.93% of the TCM Corpora in total. The next analysis focuses on Schmitt and Schmitt’s (2014) high, mid, low-frequency vocabulary framework and how it differs from Western medicine. Finally, a vocabulary load analysis shows that to reach 98%, 13,000 word families plus four supplementary lists and two TCM-specific lists are needed. Together, these analyses provide us with a rounded picture of TCM vocabulary. Implications for pedagogy and suggestions for future research follow.
APA, Harvard, Vancouver, ISO, and other styles
10

Kavé, Gitit, Rita Gorokhod, Ayelet Yerushalmi, and Neta Salner. "Frequency effects on spelling in Hebrew-speaking younger and older adults." Applied Psycholinguistics 40, no. 05 (May 28, 2019): 1173–88. http://dx.doi.org/10.1017/s0142716419000171.

Full text
Abstract:
AbstractPrevious research has documented conflicting findings regarding the effect of word frequency on spelling in older adults. The current study examines spelling in Hebrew, in which it is easier to define the type of likely misspellings in each word. Younger and older Hebrew speakers spelled 120 single words that differed in word and letter frequency. Results show that all participants made more phonological substitutions of target letters on low-frequency words and on words with low-frequency letters. Yet, younger adults had a lower percentage of correct responses than did older adults, especially on low-frequency words. Vocabulary knowledge eliminated this age effect. We suggest that aging leads to greater reliance on full lexical retrieval of spelling instead of on sublexical phoneme-to-grapheme processing, due to years of exposure to written language, increase in vocabulary, and consolidation of orthographic representations.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Low-frequency vocabulary"

1

Pryde, Susanne Mona Graham. "Low frequency vocabulary and ESL writing assessment." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2012496X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Johansson, Joakim. "Acquiring low-frequency English vocabulary by contextual guessing amongst Swedish learners of English playing The Infectious Madness of Doctor Dekker." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89390.

Full text
Abstract:
Video and computer game users are frequently stated as possessing a higher proficiency in English. In this study, 3 Swedish upper secondary school students from different programs played The Infectious Madness of Doctor Dekker, a lovecraftian murder mystery game. The aim was to examine the possible effects on their English vocabulary acquisition through their ability of assuming words' meaning from the context presented by the game. The words used in the study were low-frequency words which were gathered from the game and then cross-referenced with the Corpus of Contemporary American English(COCA). The 80 least frequent words were selected. Participants were tasked with translating, explaining or using the words in sentences after completing a game chapter. The study found that the game had in general had a positive effect on the participants’ vocabulary store. However, the test scores varied greatly between participants; 1 participant acquired 1 word while another participant acquired 18. This, combined with the small sample size, meant it was difficult to say definitively how effective the game had been at expanding the participants' vocabulary store.
APA, Harvard, Vancouver, ISO, and other styles
3

Kjellén, Simes Marika. "Room for Improvement? : A comparative study of Swedish learners’ free written production in English in the foreign language classroom and in immersion education." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2760.

Full text
Abstract:

The present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire.

This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups.

The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students.

As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low.

In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.

APA, Harvard, Vancouver, ISO, and other styles
4

Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

Full text
Abstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.
Linguistics and Modern Languages
(M.A. (Linguistics))
APA, Harvard, Vancouver, ISO, and other styles
5

Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

Full text
Abstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.
Linguistics
(M.A. (Linguistics))
APA, Harvard, Vancouver, ISO, and other styles
6

Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.

Full text
Abstract:
In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.
Linguistics and Modern Languages
M.A. (Applied Linguistics)
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Low-frequency vocabulary"

1

Osman, Abdul Kafi. Discover New Words Through the Innovative Vocabulary Acquisition Method. UUM Press, 2018. http://dx.doi.org/10.32890/9789672064817.

Full text
Abstract:
Innovative Vocabulary Acquisition Method (IVAM) helps to expand learners vocabulary acquisition by arousing or creating learners sense of curiosity to explore the meanings of words. IVAM is designed to inspire learners to visualize the images of their respective Commonly-Used Words (CUWs) and/ or Commonly-Seen Unfamiliar Words (CS-UWs) as they encountered other targeted Unfamiliar Words (UWs). The Referred Images (RIs) will induce learners to become curious about the Encountered Unfamiliar Words (EUWs) which partially or totally resemble, or almost appear like their CUWs, hence, creating the interest among language learners to explore their meanings. IVAM is formulated to help language learners to build or enhance their vocabulary acquisition. This method is very dynamic and can be customized to suit different learners language competencies. The method, as well as the book, is very practical for Level 2 primary school pupils, secondary school students, matriculation students and students in institutions of higher learning. The exercises in this book are aimed to assist users to enhance their grasp on the iVAM concept through various types of specially selected UWs or low frequency words. Hence, the book can be suitable as a workbook or an iVAM training module for teachers and parents. The method is also suitable for any English language learner who aspires to learn English as a second or a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
2

I Like (High-Frequency Readers, Book 3). Scholastic, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Low-frequency vocabulary"

1

Teng, Feng. "A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge." In Computer-Assisted Language Learning, 2179–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch104.

Full text
Abstract:
This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Low-frequency vocabulary' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography