A Frequency Dictionary of French

Lonsdale, Deryle; Bras, Yvon Le

doi:10.4324/9780203883044

Cited by 50 publications

(17 citation statements)

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“…For each frequency band, 30 items were sampled from a lemmatized frequency list. For the English test, the frequency list was sampled from the Corpus of Contemporary American English (Davies, ), and for French the frequency list by Lonsdale and Le Bras () was used. The corpora used for these frequency lists are both recent corpora consisting of spoken and written materials as well as different genres and can thus be considered fairly comparable.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

et al. 2019

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This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-school exposure to the foreign language input was limited. Despite fewer years of English instruction, participants' vocabulary knowledge in English was considerably larger than their French vocabulary knowledge, which can be explained by their large amounts of out-of-school exposure to English language input. Participants' online activities in particular had a positive effect on their vocabulary knowledge in English. Although gender influenced participants' engagement with online activities in English, gender did not have a direct effect on their vocabulary knowledge, as the structural equation modeling analysis showed.We would like to thank the four anonymous reviewers and Associate Editor Scott Crossley for their insightful comments on previous versions of this manuscript. We are also grateful to Britta Kestemont for her help in the data collection.

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Section: Methodsmentioning

confidence: 99%

The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

et al. 2019

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“…Target items bore one accent mark each and were either taken from A Frequency Dictionary of French: Core Vocabulary for Learners (Lonsdale & Le Bras, 2009) or were derived from words found in the dictionary (e.g., ''glaçon'' [ice cube] from ''glace'' [ice]), as a means to control for frequency of words. A Frequency Dictionary of French lists the 5,000 most frequent words in French, based on a corpus of French written and oral (transcribed) texts, collected specifically for the purpose of creating the dictionary.…”

Section: Methodsmentioning

confidence: 99%

Meaning and orthography in L2 French

Sturm

2012

Writing Systems Research

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While considerable research has been conducted on the acquisition of vocabulary in L2 learning, less attention has been paid to the acquisition of L2 orthography. The present research looks at the acquisition of one aspect of L2 orthography*accent marks in L2 French*for learners whose L1, English, does not feature accent marks. Specifically, this study investigates the effects of the knowledge of a word's meaning, or lack thereof, on learners' ability to place accent marks on target items as well as to recognise accented versions of the same target items. Results suggest that exposure to a word's meaning increases learners' ability to recognise the correctly accented version, but not the ability to place the missing accent.

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“…Using knowledge of sublexical SSCs, learners had to decide which (if any) of the three pseudowords sounded the same. Pseudowords were created by taking real words from the 1,000 most frequent French words (based on Lonsdale & Le Bras, 2009) and changing the onset consonant(s), checking with two native speakers that no resulting pseudoword was a real French word. All words were monosyllabic and had roughly equal numbers of letters.…”

Section: Figurementioning

confidence: 99%

Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

Graham

Woore

Porter

et al. 2020

The Modern Language Journal

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Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners' self-efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self-efficacy and self-regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self-efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self-efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self-efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy-based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self-efficacy and central to 3 distinct learner profile clusters. Increases in reading self-efficacy were significantly greater for learners of certain profiles who received strategy-based instruction, with implications for theories of self-regulated language learning and classroom practice.

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A Frequency Dictionary of French

Cited by 50 publications

References 0 publications

The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

Meaning and orthography in L2 French

Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

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