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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Booth, Paul. "Vocabulary knowledge in relation to memory and analysis: An approximate replication of Milton's (2007) study on lexical profiles and learning style." Language Teaching 46, no. 3 (June 5, 2013): 335–54. http://dx.doi.org/10.1017/s0261444813000049.
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This paper presents an approximate replication of Milton's (2007) study on lexical profiles and learning style. Milton investigated the assumption that more frequent words are acquired before less frequent ones. Using a vocabulary recognition test (X-Lex) to measure vocabulary size, Milton found that L2 English group profiles show a linear relationship between greater knowledge of high frequency words and lesser knowledge of low frequency items. The profiles also showed variability in individual profiles. Milton hypothesised that the individual differences in profiles are partly attributable to different approaches to learning, as elicited via language aptitude tests of memory and analysis. Learner profiles that showed a linear relationship with vocabulary frequency scored higher on analysis; learners who had irregular profiles scored higher on memory. The aim of this replication is to confirm whether learning style helps to determine what L2 lexis is learnt. It duplicates the vocabulary size test and the memory and analysis tests. However, the replication uses regression analyses, rather than a single ANOVA, to determine whether memory or analysis contributes to vocabulary knowledge. Moreover, the participants’ L1 backgrounds are mixed, and they are older. The results from this replication do not support Milton's findings, but a post-study supports the notion that at low proficiency there is a relationship between memory and vocabulary size. It is concluded that neither memory nor analysis is related to patterns in lexical profiles, but that memory contributes to vocabulary size.
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BARTOLOTTI, JAMES, and VIORICA MARIAN. "Orthographic knowledge and lexical form influence vocabulary learning." Applied Psycholinguistics 38, no. 2 (July 26, 2016): 427–56. http://dx.doi.org/10.1017/s0142716416000242.
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ABSTRACTMany adults struggle with second language acquisition but learn new native-language words relatively easily. We investigated the role of sublexical native-language patterns on novel word acquisition. Twenty English monolinguals learned 48 novel written words in five repeated testing blocks. Half were orthographically wordlike (e.g., nish, high neighborhood density and high segment/bigram frequency), while half were not (e.g., gofp, low neighborhood density and low segment/bigram frequency). Participants were faster and more accurate at recognizing and producing wordlike items, indicating a native-language similarity benefit. Individual differences in memory and vocabulary size influenced learning, and error analyses indicated that participants extracted probabilistic information from the novel vocabulary. Results suggest that language learners benefit from both native-language overlap and regularities within the novel language.
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Astika, Gusti. "WHAT WORDS SHOULD WE TEACH? EXPLORATION INTO VOCABULARY PROFILER." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 2, no. 3 (September 4, 2017): 163–76. http://dx.doi.org/10.30957/ijoltl.v2i3.386.
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Students learning English as a foreign language are often frustrated when they have to cope with new words. The teacher’s task in teaching vocabulary seems equal to the student’s learning burden when it comes to decide which words to introduce and how to select words that the students actually need to learn. This article proposes that Vocabulary Profiler (www.lextutor.ca) can be utilized to profile the vocabulary in a textbook to produce word frequency . An English textbook with 21,577 words was selected for analysis with the Vocabulary Profiler. The output shows high and low frequency word groups that can be used as bases for vocabulary selection in teaching. In addition, the output provides information about negative vocabulary and token recycling index, an indicator of text comprehensibility. Although this article sampled a textbook for use in Indonesian contexts, the ideas might be of interest to EFL teachers in other countries.
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Bardel, Camilla, and Christina Lindqvist. "Developing a lexical profiler for spoken French L2 and Italian L2." EUROSLA Yearbook 11 (August 3, 2011): 75–93. http://dx.doi.org/10.1075/eurosla.11.06bar.
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This study is a follow-up to Lindqvist et al. (to press), where we investigated lexical frequency profiles of learners of French and Italian at different proficiency levels. By analyzing the proportion of low-frequency words used by the learners, we could distinguish proficiency levels that differ significantly at group level and correspond to morphosyntactic proficiency levels. However, some individual results within the groups indicated a need to analyze individual profiles in order to get a better picture of the actual quality of the learner’s vocabulary knowledge. The present study focuses on thematic vocabulary and cognates among the low-frequency words used by learners at different proficiency levels. We suggest that investigating qualitative aspects of learners’ word knowledge is a fruitful complement to traditional lexical profiling analysis. Such a combination can lead to a more complete picture of learners’ lexical profiles. Although we are aware that word frequency is known to be a powerful factor in vocabulary acquisition, our on-going research aims at developing a more general lexical profiler that integrates additional aspects that we have found to be relevant for learnability.
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Bardel, Camilla, Anna Gudmundson, and Christina Lindqvist. "ASPECTS OF LEXICAL SOPHISTICATION IN ADVANCED LEARNERS’ ORAL PRODUCTION." Studies in Second Language Acquisition 34, no. 2 (May 14, 2012): 269–90. http://dx.doi.org/10.1017/s0272263112000058.
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This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners’ French and Italian. It discusses how teachers’ judgments (TJs) of word difficulty can contribute to the methodology for lexical profiling and compares two methods, one purely frequency based and one modified on the basis of TJs of word difficulty. It has been suggested elsewhere that factors other than frequency play an important role in vocabulary acquisition. Here it is argued that cognates and thematic vocabulary related to teaching materials, although infrequent in target language (TL) corpora, should not necessarily be considered advanced and that analyses of learners’ lexical sophistication would benefit from integrating these aspects. In this study, the frequency-based method normally used in lexical profiling was modified by recategorizing some low-frequency words considered easy by many teachers. On the basis of the TJs, a basic vocabulary, which consisted mainly of high-frequency words but also of cognates and thematic words, was defined, which was based on the fact that teachers judged certain low-frequency cognates and thematic words as relatively easy. Using the modified method, learners’ lexical profiles were found to be more homogeneous within groups of learners at specific proficiency levels. The superiority of the new method over the purely frequency-based one was shown when comparing effect sizes. It is argued that this method gives a more correct picture of advanced L2 lexical profiles.
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Vermeer, Anne. "Lexicale rijkdom, frequentielagen en tekstmoeilijkheid." Dutch Journal of Applied Linguistics 5, no. 1 (June 27, 2016): 18–33. http://dx.doi.org/10.1075/dujal.5.1.02ver.
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In line with recent developments in both language acquisition and text comprehension studies, it is argued that more reliable and valid lexical richness measures can be obtained by including frequency class information. To that end, texts written by 452 elementary school children (L1/L2) in grades 3–6 were investigated. In order to find out whether a frequency class based lexical measure is more valid than type/token based measures, the central question to be answered was whether with increasing vocabulary skills from grades 3 to 6 (measured by standardized vocabulary tests), the number of low frequency words in children’s writings increased, and whether L2-children with lower vocabulary skills used relatively more high frequency words than their L1-peers. The results show a gradually growing number of low frequency words: children in grade 3 use more words belonging to the 1,000–5,000 word frequency range; in grades 4/5 more from the 5,000–12,500 range; and in grade 6 more from the 12,500-plus range. L2-children in all grades use relatively more words from the first frequency class (the first 1,000 lemmas) than their L1-peers. The effect sizes, however, with eta2 ranging from .09 to .02 between grades, and from eta2 = .01 to nonsignificant between L1/L2, were lower than those of the standardized productive and receptive vocabulary tests (eta2 = .26-.35 resp. between grades, eta2 = .34-.23 resp. between L1/L2), and also lower than the effect sizes for the number of different types in the texts (eta2 = .23 between grades, and .01 between NT1/NT2). The TTR shows only a significant difference in the wrong direction (grade 6 outperforming grade 5). The frequency class based lexical measure MLR discriminates significantly both between the grades and between L1/L2, but the effect sizes are low (eta2 = .05 between grades, and eta2 = .02 between L1/L2). These outcomes show evidence that a frequency class based lexical measure as the MLR is more valid than a type/token based measure such as the TTR.
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Aziz, Muhammad Farriz, Kamariah Yunus, and Fatihah Nazmi. "English Major Students’ Perceptions of Using Animated Cartoons on English Vocabulary Knowledge of Rare Words in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 7 (July 10, 2021): 311–20. http://dx.doi.org/10.47405/mjssh.v6i7.837.
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The rapid developments throughout language technologies have catered tremendous chances for learning and teaching vocabulary in second language learning. The development of vocabulary knowledge does not merely oscillate in academic vocabulary, high frequency vocabulary and technical vocabulary, English major students should also need to learn low-frequency vocabulary or rare vocabulary which enhance their language proficiency. In order to accommodate students with vocabulary knowledge of rare words, it should come with the best resort of teaching technique that can help them to learn in a meaningful way. One of the rarely used multimedia tools is animated cartoons. This paper aims at exploring the students’ perceptions of using animated cartoons in improving their English vocabulary knowledge of rare words in Universiti Sultan Zainal Abidin (UniSZA), Terengganu. Employing a semi-structured interview, the qualitative data collection method was conducted. Employing the qualitative data collection method, semi-structured interviews were conducted to six students who learned vocabulary using animated cartoons to obtain their perceptions towards these multimedia materials in improving the English vocabulary knowledge of rare words. The results of semi-structured interviews highlighted the positive responses from the students who preferred animated cartoons as these materials in improving their English vocabulary knowledge of rare words. In conclusion, this study contributes to the current literature on English vocabulary learning of rare words by exposing and underlining the impacts of animated cartoons which provide opportunities for students to encounter a conducive technological-based learning environment.
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Sahiruddin, Sahiruddin. "THE ROLE OF LEXICAL FREQUENCY IN MODERATING THE EFFECT OF GRAMMAR KNOWLEDGE ON L2 READING OUTCOMES." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (July 25, 2018): 194. http://dx.doi.org/10.15639/teflinjournal.v29i2/194-218.
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Sentence-level grammar skills are of the important foundations in the mastery of reading skills in second language (L2). Previous studies showed inconclusive findings about the effect of grammar knowledge on L2 reading. This study examines the relationship between L2 reading outcomes and reader-based grammar knowledge as it is moderated by text-based features of vocabulary difficulty. Participants were EFL students (n = 71) in the second year of their English major at an Indonesian university. The participants’ grammar knowledge was measured using a test of sentence-level grammatical knowledge. Text-based vocabulary difficulty was assessed using VocabProfile software (Cobb, 2010). During the data collection period, the participants completed four reading texts, each reflecting a unique combination of two levels (high vs. low) of lexical frequency. This study reveals that reader grammar knowledge influenced L2 reading outcomes. It also shows that text vocabulary difficulty significantly moderated the relationship between reader grammatical knowledge and L2 reading, indicating that the relationship between grammar knowledge and L2 reading for high lexical frequency texts was significantly greater than for low lexical frequency texts.
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Nation, I. S. P. "Research into practice: Vocabulary." Language Teaching 44, no. 4 (August 26, 2011): 529–39. http://dx.doi.org/10.1017/s0261444811000267.
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Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both types of paper is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom, policy making, curriculum design, evaluation of teaching and/or assessment programmes, and practical suggestions made for improving such outcomes.This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.
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Yoder, Paul, Tiffany Woynaroski, Marc Fey, and Steven Warren. "Effects of Dose Frequency of Early Communication Intervention in Young Children With and Without Down Syndrome." American Journal on Intellectual and Developmental Disabilities 119, no. 1 (January 1, 2014): 17–32. http://dx.doi.org/10.1352/1944-7558-119.1.17.
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Abstract Children with intellectual disability were randomly assigned to receive Milieu Communication Teaching (MCT) at one 1-hr session per week (low dose frequency, LDF) or five 1-hr sessions per week (high dose frequency, HDF) over 9 months (Fey, Yoder, Warren, & Bredin-Oja, 2013. Non-Down syndrome (NDS) and Down syndrome (DS) subgroups were matched on intelligence, mental age, and chronological age. The NDS group had significantly more growth in spoken vocabulary than the DS group. In the DS subgroup, the HDF group had more spoken vocabulary growth than the LDF group when IQ was controlled. In both etiological subgroups, the HDF group yielded greater vocabulary production outcomes than the LDF group for children who played functionally with a range of objects.
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ROMANOV, DMITRY A. "LEXICAL AND STYLISTIC CHARACTERISTICS OF “THE SEVASTOPOL SKETCHES” BY L. N. TOLSTOY (ON THE MATERIALS OFTEXTCOMMENTARY)." Cherepovets State University Bulletin 5, no. 98 (2020): 68–82. http://dx.doi.org/10.23859/1994-0637-2020-5-98-5.
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The author presents a review of the lexicographic textual commentary on the cycle of L. N. Tolstoyʼs “The Sevastopol Sketches”, made on an experimental basis and addressed to the modern reader. The units of commentary are given in thematic systematization: tokens of the sphere “Culture”, household items and attributes of life, “military” terms and words of military everyday life, hippological and accompanying vocabulary, transport nominations, names of clothing pieces, food, drinks and units of measure, vocabulary of gambling, characteristics of people, the scope of their emotions and feelings. In the systemic-semasiological aspect, the words in question belong to three groups: 1) obsolete vocabulary, 2) vocabulary, limited in use, 3) low-frequency vocabulary. The article provides examples of typical comment fragments.
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HESSEL, Annina K., and Victoria A. MURPHY. "Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension." Journal of Child Language 46, no. 2 (October 31, 2018): 265–91. http://dx.doi.org/10.1017/s0305000918000399.
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AbstractWe explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL was compared to that of English monolinguals (N = 80). Comprehension was assessed for both verbal (e.g., time flies) and nominal metaphors (be on cloud nine) of varying frequency. Results showed that children in year 2 (age six to seven years) had better comprehension than their younger (age five to six) peers, particularly for low-frequency metaphors. Children with EAL had weaker metaphor comprehension than their monolingual peers, particularly on a reasoning task. The results document how metaphor comprehension develops over the first critical years of schooling and indicates where learners with EAL differ from monolingual peers, thereby supporting targeted vocabulary teaching at primary schools.
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Munson, Benjamin, Jan Edwards, and Mary E. Beckman. "Relationships Between Nonword Repetition Accuracy and Other Measures of Linguistic Development in Children With Phonological Disorders." Journal of Speech, Language, and Hearing Research 48, no. 1 (February 2005): 61–78. http://dx.doi.org/10.1044/1092-4388(2005/006).
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A growing body of research has documented effects of phonotactic probability on young children's nonword repetition. This study extends this research in 2 ways. First, it compares nonword repetitions by 40 young children with phonological disorders with those by 40 same-age peers with typical phonological development on a nonword repetition task in which the frequency of embedded diphone sequences was varied. Second, it examines the relationship between the frequency effect in the nonword repetition task and other measures of linguistic ability in these children. Children in both groups repeated low-frequency sequences less accurately than high-frequency sequences. The children with phonological disorders were less accurate overall but showed no larger disadvantage for the low-frequency sequences than their age peers. Across the group, the size of the frequency effect was correlated with vocabulary size, but it was independent of measures of speech perception and articulatory ability. These results support the hypothesis that the production difficulty associated with low/frequency sequences is related primarily to vocabulary growth rather than to developments in articulatory or perceptual ability. By contrast, production problems experienced by children with phonological disorders do not appear to result from difficulties in making abstractions over known lexical items. Instead, they may be associated with difficulties in building representations in the primary sensory and motor domains.
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Mor, Billy, and Anat Prior. "Individual differences in L2 frequency effects in different script bilinguals." International Journal of Bilingualism 24, no. 4 (September 23, 2019): 672–90. http://dx.doi.org/10.1177/1367006919876356.
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Aims: High frequency words are read more quickly and accurately than low frequency words, a phenomenon called the frequency effect. In the current study, we examine several possible predictors for explaining individual differences between bilinguals in their sensitivity to frequency in the second language: specific second language exposure and vocabulary; general language abilities (therefore also evident in native language performance); and general cognitive ability (non-linguistic sensitivity to regularities). Approach: We used an individual differences approach with unbalanced Hebrew–English bilinguals, two typologically different languages that do not share a writing system, which allows a clear discrimination between native language and second language exposure and vocabulary. Data and analysis: To examine frequency effects, 69 Hebrew–English bilingual adults completed lexical decision tasks in native language and second language. In addition, participants completed vocabulary tests in both languages, reported language use and proficiency, and performed a statistical learning task. Data were analyzed using linear mixed-effects models. Findings: The results demonstrated that only vocabulary knowledge in the second language was a significant predictor of frequency effects in the second language. In addition, neither sensitivity to frequency in the native language nor statistical learning ability (a measure of general sensitivity to regularities) predicted sensitivity to frequency in the second language. Originality: Using an individual differences approach with bilinguals of two typologically different languages that do not share a writing system allows us to distinguish between native language and second language proficiency, and therefore identify the unique contribution of predictive factors from each of the languages to efficient visual word recognition in second language. Implications: The current findings support the lexical entrenchment hypothesis and highlight the importance of testing a variety of bilingual populations.
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Edwards, Jan, Mary E. Beckman, and Benjamin Munson. "The Interaction Between Vocabulary Size and Phonotactic Probability Effects on Children's Production Accuracy and Fluency in Nonword Repetition." Journal of Speech, Language, and Hearing Research 47, no. 2 (April 2004): 421–36. http://dx.doi.org/10.1044/1092-4388(2004/034).
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Adults' performance on a variety of tasks suggests that phonological processing of nonwords is grounded in generalizations about sublexical patterns over all known words. A small body of research suggests that children's phonological acquisition is similarly based on generalizations over the lexicon. To test this account, production accuracy and fluency were examined in nonword repetitions by 104 children and 22 adults. Stimuli were 22 pairs of nonwords, in which one nonword contained a low-frequency or unattested two-phoneme sequence and the other contained a high-frequency sequence. For a subset of these nonword pairs, segment durations were measured. The same sound was produced with a longer duration (less fluently) when it appeared in a low-frequency sequence, as compared to a high-frequency sequence. Low-frequency sequences were also repeated with lower accuracy than high-frequency sequences. Moreover, children with smaller vocabularies showed a larger influence of frequency on accuracy than children with larger vocabularies. Taken together, these results provide support for a model of phonological acquisition in which knowledge of sublexical units emerges from generalizations made over lexical items.
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Roessingh, Hetty, Scott Douglas, and Brock Wojtalewicz. "Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy." Language and Literacy 18, no. 3 (July 26, 2017): 123. http://dx.doi.org/10.20360/g2w59p.
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This article reports on an investigation of vocabulary thresholds across four standards of writing quality for grade 3 children. An expository prompt was used to elicit first draft writing from 222 students. A quota sampling strategy was used to create a learner corpus of 80 papers. Online lexical profiling tools were used to generate indices of lexical richness. Distinct differences in vocabulary use were noted between quality standards, in particular the ability to access low frequency words among the samples judged of excellent quality. Pedagogical implications emerge for classroom practitioners to address the language learning needs of linguistically vulnerable youngsters.Key words: expository prose, writing, transitional literacy, vocabulary profiling
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PREVOO, MARIËLLE J. L., MAIKE MALDA, JUDI MESMAN, ROSANNEKE A. G. EMMEN, NIHAL YENIAD, MARINUS H. VAN IJZENDOORN, and MARIËLLE LINTING. "Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input: different pathways for host and ethnic language." Journal of Child Language 41, no. 5 (September 26, 2013): 963–84. http://dx.doi.org/10.1017/s0305000913000299.
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ABSTRACTWhen bilingual children enter formal reading education, host language proficiency becomes increasingly important. This study investigated the relation between socioeconomic status (SES), maternal language use, reading input, and vocabulary in a sample of 111 six-year-old children of first- and second-generation Turkish immigrant parents in the Netherlands. Mothers reported on their language use with the child, frequency of reading by both parents, and availability of children's books in the ethnic and the host language. Children's Dutch and Turkish vocabulary were tested during a home visit. SES was related to maternal language use and to host language reading input. Reading input mediated the relation between SES and host language vocabulary and between maternal language use and host language vocabulary, whereas only maternal language use was related to ethnic language vocabulary. During transition to formal reading education, one should be aware that children from low-SES families receive less host language reading input.
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Webb, Stuart. "A corpus driven study of the potential for vocabulary learning through watching movies." International Journal of Corpus Linguistics 15, no. 4 (October 29, 2010): 497–519. http://dx.doi.org/10.1075/ijcl.15.4.03web.
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In this corpus driven study, the scripts of 143 movies consisting of 1,267,236 running words were analyzed using the RANGE program (Heatley et al. 2002) to determine the number of encounters with low frequency words. Low frequency words were operationalized as items from Nation’s (2004) 4th to 14th 1,000-word BNC lists. The results showed that in a single movie, few words were encountered 10 or more times indicating that only a small number of words may be learned through watching one movie. However, as the number of movies analyzed increased, the number of words encountered 10 or more times increased. Twenty-three percent of the word families from Nation’s (2004) 4th 1,000-word list were encountered 10 or more times in a set of 70 movies. This indicates that if learners watch movies regularly over a long period of time, there is the potential for significant incidental learning to occur
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Kehoe, Margaret M., Tamara Patrucco-Nanchen, Margaret Friend, and Pascal Zesiger. "The Relationship Between Lexical and Phonological Development in French-Speaking Children: A Longitudinal Study." Journal of Speech, Language, and Hearing Research 63, no. 6 (June 22, 2020): 1807–21. http://dx.doi.org/10.1044/2020_jslhr-19-00011.
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Purpose This study examines the influence of lexical and phonological factors on expressive lexicon size in 40 French-speaking children tested longitudinally from 22 to 48 months. The factors include those based on the lexical and phonological properties of words in the children's lexicons (phonetic complexity, word length, neighborhood density [ND], and word frequency [WF]) as well as variables measuring phonological production (percent consonants correct and phonetic inventory size). Specifically, we investigate the relative influence of these factors at individual ages, namely, 22, 29, 36, and 48 months, and which factors measured at 22 and 29 months influence lexicon size at 36 and 48 months. Method Children were selected based on parent-reported vocabulary size. We included children with low, medium, and high vocabulary scores. The children's lexicons were coded in terms of phonetic complexity, word length, ND, and WF, and their phonological production skills were based on measures of percent consonants correct and phonetic inventory size extracted from spontaneous speech samples at 29, 36, and 48 months. In the case of ND and WF, we focused on one- and two-syllable nouns. Results Across the age range, the most important factor that explained variance in lexicon size was the WF of nouns. Children who selected low-frequency nouns had larger vocabularies across all ages (22–48 months). The WF of two-syllable nouns and phonological production measured at 29 months influenced lexicon size at 36 months, whereas the WF (of one- and two-syllable words) influenced lexicon size at 48 months. Conclusions The findings support the role of WF and phonological production in explaining expressive vocabulary development. Children enlarge their vocabularies by adding nouns of increasingly lower frequency. Phonological production plays a role in accounting for vocabulary size up until the age of 36 months. Supplemental Material https://doi.org/10.23641/asha.12291074
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Leyva, Diana, Alison Sparks, and Elaine Reese. "The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families." Journal of Literacy Research 44, no. 4 (September 19, 2012): 426–47. http://dx.doi.org/10.1177/1086296x12460040.
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The relation between preschoolers’ phonological awareness and the frequency and quality of parents’ book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children’s phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of open-ended questions mothers asked to extend the reading or conversation. Children’s receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers’ phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.
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Ai Chat, Lee, Ng Lee Luan, and Ngeh Hoong Eng. "Investigating the Usage of Vocabulary Learning Strategies among High and Low Proficiency Malay Undergraduates." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 86. http://dx.doi.org/10.24191/ijmal.v1i1.7638.
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This study aims to determine and compare the types of Vocabulary Learning Strategies (VLS) use by Malay students with high (HPML) and low proficiency (LPML) in Mandarin as a foreign language (MFL) in the Malaysia tertiary education context. This research was conducted base on a quantitative approach and it involved 330 respondents. Results from the analysis of collated quantitative data showed that the HPML used VLS at high frequency level, whereas the LPML used them at medium frequency level. Besides, the findings also revealed that the HPML students tend to use “recall the meaning of Mandarin words” strategy; whereas those from the LPML frequently used strategy such as “saying new Mandarin words repetitively”. The findings show that students from both the HPML and LPML groups rarely use “flash cards to learn new Mandarin words”. The findings of the study were also used to outline pedagogical, theoretical and methodological implications.
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Sutyarsah, C. "Vocabulary Analysis On Reading Texts Used By EFL Students." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 2 (September 3, 2015): 194. http://dx.doi.org/10.15639/teflinjournal.v12i2/194-209.
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The vocabulary in the texts is the aspect that needs to identify. It is claimedthat the condition of the words in a text has a great influence to readers' comprehension. It is also commonly believed that comprehension depends on the extent that the words in a text are familiar to the readers. This case study was carried out in the English Education Department of University of Malang. The aim of the study is to identify and describe the vocabulary in the text and to seek if the text is useful for reading skill development. The reading materials under investigation were a collection of reading passages based on the syllabus (Reading Comprehension I) and limited to the passages that were used in class during the second semester, 1999. Based on the nature of the investigation, a descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used. They were used to find the description of vocabulary in the texts. The vocabulary analyses in the texts reveal some constrains. It was found that the texts, containing 7,945 words of 20 different texts, are dominated by low frequency words which account for 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. Of the 50 most frequent words, only two content words (people and say) were found. In the case of word level, it was found that the texts being used have very limited number of words from GSL (General Service List of English Words) (West, 1953). The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL). These words account for 26.44% of the running words in the texts. Based on the findings, some conclusions were drawn, it is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts (20 different topics). This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. This vocabulary condition could defeat the development of students' readingskills and vocabulary enrichment.
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GOODFELLOW, ROBIN, MARIE-NOËLLE LAMY, and GLYN JONES. "Assessing learners’ writing using lexical frequency." ReCALL 14, no. 1 (May 2002): 133–45. http://dx.doi.org/10.1017/s0958344002001118.
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In this work we set out to investigate the feasibility of applying measures of lexical frequency to the assessment of the writing of learners of French. A system developed for analysing the lexical knowledge of learners, according to their productive use of high and low frequency words (Laufer and Nation 1995), was adapted for French and used to analyse learners’ texts from an Open University French course. Whilst we found that this analysis could not be said to reflect the state of the learners’ vocabulary knowledge in the same way that Laufer and Nation’s study did, elements of the system’s output did correlate significantly with scores awarded by human markers for vocabulary use in these texts. This suggests that the approach could be used for self-assessment. However, the feedback that can be given to learners on the basis of the current analysis is very limited. Nevertheless, the approach has the potential for refinement and when enhanced with information derived from successive cohorts of learners performing similar writing tasks, could be a first step in the development of a viable aid for learners evaluating their own writing.
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Li, Lixin, and Liwen Cao. "Semantic Analysis of Literary Vocabulary Based on Microsystem and Computer Aided Deep Research." Mobile Information Systems 2021 (September 14, 2021): 1–13. http://dx.doi.org/10.1155/2021/8624147.
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It has great advantages in data processing. Embedded microsystems are widely used in IoT devices because of their specific functions and hard decoding technology. This article adds a literary vocabulary semantic analysis model to the embedded microsystem to reduce power consumption and improve the accuracy and speed of the system. The main purpose of this paper is to improve the accuracy and speed of semantic analysis of literary vocabulary based on the embedded microsystem, combined with the design idea of Robot Process Automation (RPA) and adding CNN logic algorithm. In this paper, RPA Adam model is proposed. The RPA Adam model indicates that the vector in the vector contains not only the characteristics of its own node but also the characteristics of neighboring nodes. It is applied to graph convolution network of isomorphic network analysis and analyzes the types of devices that can be carried by embedded chips, and displays them with graphics. Through the results, we find that the error rate of the RPA Adam model is the same at different compression rates. Due to the different correlations between knowledge entities in different data sets, specifically, high frequency can maintain a low bit error rate of 10.79% when the compression rate is 4.85%, but when the compression rate of high frequency is only 60.32%, the error rate is as high as 11.26%, while the compression rate of low frequency is 23.51% when the error rate is 9.65%.
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Chang, Le, and Juncai Ma. "Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition." Chinese Journal of Applied Linguistics 41, no. 2 (June 26, 2018): 169–81. http://dx.doi.org/10.1515/cjal-2018-0010.
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AbstractThis study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.
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Yu, Xiaoli. "Lexical features in argumentative writing across English writers from different language backgrounds." Journal of Second Language Studies 3, no. 1 (April 10, 2020): 82–110. http://dx.doi.org/10.1075/jsls.19024.yu.
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Abstract This corpus-based research analysed three lexical features (lexical diversity, lexical sophistication, and cohesion) in English argumentative writing and examined the potential differences in lexical performance (1) between native and nonnative English writers and (2) across all writers from various language backgrounds. The findings revealed that nonnative English writers demonstrated significantly lower performance in lexical sophistication than did native English writers. Significant differences in all three lexical aspects exist between writers from different language backgrounds. Pedagogical implications for vocabulary instruction in academic writing for nonnative writers include emphasizing the mastery of academic, low-frequency, and discipline-specific vocabulary. Additionally, improving nonnative writers’ vocabulary size and lexical diversity is essential for building deeper level cohesion in writing. The results suggest unique writing characteristics of different nonnative writers and their varied learner needs should be acknowledged. Thus, targeted instruction is essential to provide effective enhancement to nonnative English writers’ lexical performance in academic writing.
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Niitemaa, Marja-Leena, and Päivi Pietilä. "Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 453. http://dx.doi.org/10.17507/jltr.0903.02.
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The study reported in this article examined Finnish EFL learners’ ability to search for lexical items and information in online dictionaries and on websites. The study was conducted as part of a project investigating upper secondary school students’ digital skills in relation to language learning. The motivation behind the study was that in Finland, the high-stakes school-leaving examinations, including foreign language tests, are currently being digitalized. The aim of the study was to uncover the relationship between word recognition skills and the learners’ ability to find lexical items and information in a series of online vocabulary tasks when the choice of the digital sources was not controlled. The results showed, for example, that overall word recognition skills and recognition of low-frequency vocabulary correlated positively with success rates in finding individual words in online dictionaries and factually accurate information on webpages, but not with finding appropriate collocations. Moreover, to succeed in 50% of the look-ups required scoring a minimum of 60% in the vocabulary levels test.
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Torigoe, Shintaro. "Portuguese Vocabulary Profile: uma lista de vocabulário a aprendentes do PL2/PLE, baseada nos corpora de aprendentes e de livros de ensino." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 387–400. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a20.
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This paper reports the second pilot study of the Portuguese Vocabulary Profile (PVP) project, a Portuguese vocabulary list for learners in Japan based on the Common European Framework of Reference for Languages. Inspired by the English Vocabulary Profile (Capel, 2010, 2012), the PVP takes a learner-centric approach. For this study, the author modified the first pilot version which was constructed solely from learner corpora (Torigoe, 2016a) by comparing it with a word list based on a corpus of Portuguese textbooks published in Japan. The result is a broadened vocabulary for both the elementary and intermediate levels. The major improvement is that some intuitively basic words, including numbers, months of the year, foods, and facilities, which had been previously categorized as intermediate or advanced level words or which were missing from the first version due to their low frequency were correctly categorized as the elementary level words. However, the norm of word classification remains somewhat arbitrary given that the small size of both the input (learner corpora) and the comparative data (textbook corpus) does not allow for the use of statistical methods with less frequent words.
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Coppens, Karien M., Agnes Tellings, Ludo Verhoeven, and Robert Schreuder. "Reading Vocabulary in Children With and Without Hearing Loss: The Roles of Task and Word Type." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 654–66. http://dx.doi.org/10.1044/1092-4388(2012/11-0138).
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Purpose To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss. Method Seventy-two children with hearing loss and 72 children with normal hearing performed a lexical and a use decision task. Both tasks contained the same 180 words divided over 7 clusters, each cluster containing words with a similar pattern of scores on 8 word properties (word class, frequency, morphological family size, length, age of acquisition, mode of acquisition, imageability, and familiarity). Results Whereas the children with normal hearing scored better on the 2 tasks than the children with hearing loss, the size of the difference varied depending on the type of task and word. Conclusions Performance differences between the 2 groups increased as words and tasks became more complex. Despite delays, children with hearing loss showed a similar pattern of vocabulary acquisition as their peers with normal hearing. For the most precise assessment of reading vocabulary possible, a range of tasks and word types should be used.
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Stanley, Patricia D., and Dean W. Ginther. "The effects of purpose and frequency on vocabulary learning from written context of high and low ability reading comprehenders." Reading Research and Instruction 30, no. 4 (June 1991): 31–41. http://dx.doi.org/10.1080/19388079109558059.
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Indarti, Dwi. "Lexical richness of newspaper editorials published in Southeast Asian countries." Studies in English Language and Education 7, no. 1 (March 2, 2020): 55–69. http://dx.doi.org/10.24815/siele.v7i1.15032.
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This paper investigates the lexical richness of newspaper editorials written by the writers from ESL (English as a Second Language) and EFL (English as a Foreign Language) of Southeast Asian countries. Using editorial texts published on the same day in two major online newspapers from Malaysia and the Philippines as representative of ESL countries, and two major online newspapers published in Indonesia and Thailand that represent EFL countries, this paper compares the production of Type Token Ratio (TTR) as a measurement of the lexical richness. This study displays a profile of lexical richness gained by submitting the texts into a vocabulary profiler program namely Lexical Frequency Profile (LFP) proposed by Laufer and Nation (1995) to highlight the emergence of the high-frequency word list (K1 and K2 words) and low-frequency word list (AWL and Off-list words). In general, the results show that in all terms of word lists, ESL texts have more varied vocabulary than EFL texts as indicated by the TTR scores (ESL: 0.51; EFL: 0.49). Although the gap of the TTR scores between ESL and EFL texts is slightly insignificant, a bigger TTR score indicates a high lexical richness, while a smaller TTR score shows a low lexical richness. The higher score of TTR in ESL texts could be understood since English plays an important role in education, governance policy and popular culture in those countries (i.e. Malaysia and the Philippines), meanwhile, in Indonesia and Thailand, it plays a lesser role.
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Duhamel, Marie-France. "Borrowing from Bislama into Raga, Vanuatu." Variation in the Pacific 6, no. 2 (December 18, 2020): 160–95. http://dx.doi.org/10.1075/aplv.19015.duh.
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Abstract This paper reports on variation among speakers of Raga, an Oceanic language of Pentecost island, Vanuatu, in their use of borrowings from Bislama, the national language of Vanuatu, an English-lexifier contact language. The study measures the frequency of borrowings from Bislama in the speech of 50 speakers, surveys speakers’ strategies in assimilating loanwords into Raga and quantifies speakers’ rate of lexical replacement and insertion. This corpus of natural speech reveals an overall low incidence of borrowing from Bislama at 1.6 Bislama words per 100 recorded words. Women and younger speakers borrow more frequently from Bislama. Young speakers use borrowings in equal measure to add to their vocabulary and replace Raga words, while their elders tend to borrow from Bislama to add to their vocabulary, rather than replace Raga words.
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Reynolds, Barry Lee. "The effect of morphological form variation on adult first language incidental vocabulary acquisition through reading." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 36–51. http://dx.doi.org/10.1108/etpc-07-2018-0069.
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PurposeThis study aims to investigate the effects of word internal morphological form variation on adult first language (L1) (n= 20) incidental vocabulary acquisition through reading.Design/methodology/approachParticipants were given a 37,611-token English novel containing pseudo words, placed throughout the text by the novelist. Two unexpected vocabulary assessments were administered at the completion of the reading task.FindingsResults showed statistically significant effects for morphological form variation, with the readers having incidentally acquired more words whose tokens did not vary in form (i.e. no exposure to inflectional or derivational variants). However, a large effect size was present only for low-frequency words (two-four exposures).Originality/valueDiscussion of the results is given regarding the feasibility of enhancing adult L1 college readers’ morphological awareness through extensive reading and attention-drawing tasks.
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Cohen, A., R. N. Mantegna, and S. Havlin. "Numerical Analysis of Word Frequencies in Artificial and Natural Language Texts." Fractals 05, no. 01 (March 1997): 95–104. http://dx.doi.org/10.1142/s0218348x97000103.
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We perform a numerical study of the statistical properties of natural texts written in English and of two types of artificial texts. As statistical tools we use the conventional Zipf analysis of the distribution of words and the inverse Zipf analysis of the distribution of frequencies of words, the analysis of vocabulary growth, the Shannon entropy and a quantity which is a nonlinear function of frequencies of words, the frequency "entropy". Our numerical results, obtained by investigation of eight complete books and sixteen related artificial texts, suggest that, among these analyses, the analysis of vocabulary growth shows the most striking difference between natural and artificial texts. Our results also suggest that, among these analyses, those who give a greater weight to low frequency words succeed better in distinguishing between natural and artificial texts. The inverse Zipf analysis seems to succeed better than the conventional Zipf analysis and the frequency "entropy" better than the usual word entropy. By studying the scaling behavior of both entropies as a function of the total number of words T of the investigated text, we find that the word relative entropy scales with the same functional form for both natural and artificial texts but with a different parameter, while the frequency relative "entropy" decreases monotonically with T for the artificial texts while having a minimum at T≈104 for the natural texts.
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TREIMAN, REBECCA, BRETT KESSLER, and TATIANA CURY POLLO. "Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers." Applied Psycholinguistics 27, no. 2 (March 6, 2006): 211–27. http://dx.doi.org/10.1017/s0142716406060255.
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To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 US and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children's own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect US children's greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important foundational skills.
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Wenrich, Kaitlyn A., Lisa S. Davidson, and Rosalie M. Uchanski. "Segmental and Suprasegmental Perception in Children Using Hearing Aids." Journal of the American Academy of Audiology 28, no. 10 (November 2017): 901–12. http://dx.doi.org/10.3766/jaaa.16105.
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Background: Suprasegmental perception (perception of stress, intonation, “how something is said” and “who says it”) and segmental speech perception (perception of individual phonemes or perception of “what is said”) are perceptual abilities that provide the foundation for the development of spoken language and effective communication. While there are numerous studies examining segmental perception in children with hearing aids (HAs), there are far fewer studies examining suprasegmental perception, especially for children with greater degrees of residual hearing. Examining the relation between acoustic hearing thresholds, and both segmental and suprasegmental perception for children with HAs, may ultimately enable better device recommendations (bilateral HAs, bimodal devices [one CI and one HA in opposite ears], bilateral CIs) for a particular degree of residual hearing. Examining both types of speech perception is important because segmental and suprasegmental cues are affected differentially by the type of hearing device(s) used (i.e., cochlear implant [CI] and/or HA). Additionally, suprathreshold measures, such as frequency resolution ability, may partially predict benefit from amplification and may assist audiologists in making hearing device recommendations. Purpose: The purpose of this study is to explore the relationship between audibility (via hearing thresholds and speech intelligibility indices), and segmental and suprasegmental speech perception for children with HAs. A secondary goal is to explore the relationships among frequency resolution ability (via spectral modulation detection [SMD] measures), segmental and suprasegmental speech perception, and receptive language in these same children. Research Design: A prospective cross-sectional design. Study Sample: Twenty-three children, ages 4 yr 11 mo to 11 yr 11 mo, participated in the study. Participants were recruited from pediatric clinic populations, oral schools for the deaf, and mainstream schools. Data Collection and Analysis: Audiological history and hearing device information were collected from participants and their families. Segmental and suprasegmental speech perception, SMD, and receptive vocabulary skills were assessed. Correlations were calculated to examine the significance (p < 0.05) of relations between audibility and outcome measures. Results: Measures of audibility and segmental speech perception are not significantly correlated, while low-frequency pure-tone average (unaided) is significantly correlated with suprasegmental speech perception. SMD is significantly correlated with all measures (measures of audibility, segmental and suprasegmental perception and vocabulary). Lastly, although age is not significantly correlated with measures of audibility, it is significantly correlated with all other outcome measures. Conclusions: The absence of a significant correlation between audibility and segmental speech perception might be attributed to overall audibility being maximized through well-fit HAs. The significant correlation between low-frequency unaided audibility and suprasegmental measures is likely due to the strong, predominantly low-frequency nature of suprasegmental acoustic properties. Frequency resolution ability, via SMD performance, is significantly correlated with all outcomes and requires further investigation; its significant correlation with vocabulary suggests that linguistic ability may be partially related to frequency resolution ability. Last, all of the outcome measures are significantly correlated with age, suggestive of developmental effects.
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Kara, Ketevan, and Evrim Eveyik-Aydın. "Effects of TPRS on Very Young Learners’ Vocabulary Acquisition." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 135. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.135.
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Teaching Proficiency through Reading and Storytelling (TPRS) aims to provide language learners with considerable amount of comprehensible input through stories for language and literacy development. Although it has already demonstrated high potential with adolescent and adult learners of English, its implementation within the context of very young learners and its impact on their language acquisition is an issue that remains to date underexplored. Therefore, this study aims to investigate the possible effects of TPRS on very young learners’ L2 receptive and productive vocabulary acquisition. Nineteen four-year-old kindergarten students in Turkish EFL context constituted a single treatment group of the study. The study had pretest-treatment-immediate posttest-and delayed posttest design. The target vocabulary was taught following the stages of TPRS and adapting them to the context of very young learners. Data collection included receptive and productive picture tests that were developed and administered in one-to-one sessions with each participating child. The results show that TPRS has a positive effect both on recall and retention of receptive and productive vocabulary. Receptive learning was discovered to benefit from the treatment more than productive learning. Additionally, some vocabulary items were found to be more challenging for children to acquire than the others mostly due to their low frequency. The study suggests that TPRS can be used to teach vocabulary to very young learners as it uses techniques that support their language acquisition. The study also provides guiding suggestions to adapt this method to the context of very young learners.
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Alqarni, Ibrahim R. "Saudi English Major Freshmen Students’ Vocabulary Learning Strategies: An Exploratory Study." International Journal of Applied Linguistics and English Literature 7, no. 1 (December 15, 2017): 141. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.141.
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This study aims at exploring the vocabulary learning strategies (VLSs) employed by Saudi Freshmen students majoring in English as a foreign language (EFL). The participants are 81 Saudi male students in their first semester in the English Department and Translation in the College of Language and Translation at King Saud University. Data was collected using a questionnaire which was adapted from the study of Rabadi (2016) and was analyzed using the SPSS program. The overall results of this study show that participants use all of the different vocabulary learning strategies: Determination strategies, Memory strategies, Cognitive strategies, Metacognitive strategies, and Social strategies, with different degrees of frequency. By looking at the sub-categories of the strategies the results indicate that Metacognitive strategies (mean score: 1.98/4) are the most used and/or preferred strategies by all participants, followed by Social strategies (MS: 1.91), Determination strategies (MS: 1.62), Cognitive strategies (MS: 1.39) and Memory strategies (MS: 1.26) respectively. However, the overall mean score of (1.63) for the use of the strategies indicates that the participants of this study are low/poor users of vocabulary learning strategies in general.
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Frost, Rebecca L. A., Kirsty Dunn, Morten H. Christiansen, Rebecca L. Gómez, and Padraic Monaghan. "Exploring the “anchor word” effect in infants: Segmentation and categorisation of speech with and without high frequency words." PLOS ONE 15, no. 12 (December 17, 2020): e0243436. http://dx.doi.org/10.1371/journal.pone.0243436.
Full textAbstract:
High frequency words play a key role in language acquisition, with recent work suggesting they may serve both speech segmentation and lexical categorisation. However, it is not yet known whether infants can detect novel high frequency words in continuous speech, nor whether they can use them to help learning for segmentation and categorisation at the same time. For instance, when hearing “you eat the biscuit”, can children use the high-frequency words “you” and “the” to segment out “eat” and “biscuit”, and determine their respective lexical categories? We tested this in two experiments. In Experiment 1, we familiarised 12-month-old infants with continuous artificial speech comprising repetitions of target words, which were preceded by high-frequency marker words that distinguished the targets into two distributional categories. In Experiment 2, we repeated the task using the same language but with additional phonological cues to word and category structure. In both studies, we measured learning with head-turn preference tests of segmentation and categorisation, and compared performance against a control group that heard the artificial speech without the marker words (i.e., just the targets). There was no evidence that high frequency words helped either speech segmentation or grammatical categorisation. However, segmentation was seen to improve when the distributional information was supplemented with phonological cues (Experiment 2). In both experiments, exploratory analysis indicated that infants’ looking behaviour was related to their linguistic maturity (indexed by infants’ vocabulary scores) with infants with high versus low vocabulary scores displaying novelty and familiarity preferences, respectively. We propose that high-frequency words must reach a critical threshold of familiarity before they can be of significant benefit to learning.
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Webb, Stuart. "Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre." International Journal of English Studies 11, no. 1 (June 1, 2011): 117. http://dx.doi.org/10.6018/ijes/2011/1/137131.
Full textAbstract:
The scripts of 288 television episodes were analysed to determine the extent to which vocabulary reoccurs in television programs from the same subgenres and unrelated television programs from different genres. Episodes from two programs from each of the following three subgenres of the American drama genre: medical, spy/action, and criminal forensic investigation were compared with different sets of random episodes. The results showed that although there were an equivalent number of running words in each set of episodes, the episodes from programs within the same subgenre contained fewer word families than random programs. The findings also showed that low frequency word families (4000-14,000 levels) reoccur more often in programs within the same subgenre. Together the results indicate that watching programs within the same subgenre may be an effective approach to language learning with television because it reduces the lexical demands of viewing and increases the potential for vocabulary learning.