An Investigation of Incidental Vocabulary Acquisition in Relation to Learner Proficiency Level and Word Frequency

Tekmen, E. Anne Ferrell; Daloğlu, Ayşegül

doi:10.1111/j.1944-9720.2006.tb02263.x

Cited by 64 publications

(58 citation statements)

References 29 publications

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“…The findings also indicate that the more exposed to formulaic expressions the students were through their textbook, the more frequently they used them in the oral proficiency exam, a finding in line with the literature (e.g., Ellis, Simpson-Vilach & Maynard, 2008;Tekmen & Daloglu, 2006;Webb, Newton & Chang, 2013). For instance, Ellis, Simpson-Vilach and Maynard (2008) state that learners are likely to know the words which they encounter more than the others.…”

Section: The Use Of Formulaic Language In Oral Proficiency Examssupporting

confidence: 74%

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş¹,

Ortaçtepe²

2016

HUJE

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Despite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.Keywords: Formulaic language, oral proficiency exams, textbook, fluency, overall proficiency. ÖZ:Dil kullanımında sağladığı kolaylıklardan ötürü kalıp ifadelerin kullanımına yönelik son yıllarda yapılan çalışmaların sayısındaki artışa rağmen, bu ifadelerin dil öğretiminde ya da ders kitaplarında nasıl kullanıldığına dair yapılan çalışmaların sayısının yeterli olmadığı görülmüştür. Bu eksiklik göz önünde bulundurularak yürütülen bu çalışmanın amacı a) İngilizceyi yabancı dil olarak öğrenen öğrencilerin ders kitaplarında yer alan kalıp ifadeleri tekli ve ikili görevlerden oluşan konuşma becerisini ölçme sınavlarında nasıl kullandıklarını b) bu öğrencilerin ne tür görevlerde (tekli ya da ikili) daha çok kalıp ifade kullandıklarını, c) kalıp ifade kullanmalarının konuşma sınavından aldıkları akıcılık puanları ya da genel dil başarılarıyla ilgili olup olmadığını araştırmaktır. Çalışmanın verileri, Türkiye'de bir devlet üniversitesinin Yabancı Diller Yüksekokulu'nda dil eğitimi alan Avrupa Ortak Ölçüt Çerçevesi tanımlamasına göre (CEFR) farklı seviyede dil kullanma becerisine sahip 190 öğrencinin konuşma sınavlarına ait kayıtların ve okulda kullanılan ders kitabının kalıp ifadeler kullanımına yönelik içerik analizleri karşılaştırılarak toplanmıştır. Çalışmanın bulguları, İngilizceyi yabancı dil olarak öğrenen öğrencilerin çoklu görevlerden oluşan konuşma sınavlarında ders kitaplarında gördükleri kalıp ifadeleri kullandıklarını; dahası bunları ikili görevlerde daha çok kullandıklarını ve bu ifadeleri kullanmalarının söz konusu sınavdaki akıcılık puanları ve genel dil başarılarıyla doğrudan ilişkili olduğunu ortaya koymuştur.Anahtar sözcükler: Kalıp ifadeler, konuşma sınavları, ders kitabı, akıcılık, dil başarısı.

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Section: The Use Of Formulaic Language In Oral Proficiency Examssupporting

confidence: 74%

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş¹,

Ortaçtepe²

2016

HUJE

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“…The authors suggested that there was a 50% chance of correctly identifying word form in the post-test three months later if learners met the word eight times or more. Tekmen and Daloglu (2006) examined the predicting power of word frequency in a text over word learning. Three groups of Turkish learners of English participated in the reading of an authentic text(The Golden Fleece) with about 2,400 words and four lexical tests administered over a two-week period.…”

Section: Iva and Word Exposure Frequency: A Controversial Issuementioning

confidence: 99%

Revisiting Word Exposure Frequency and Incidental Vocabulary Acquisition

Zhu

2015

TPLS

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Abstract-Incidental vocabulary acquisition (IVA) has long been an important, yet controversial topic in second language acquisition. Word exposure frequency is one of the key factors that influence IVA. Various studies have been conducted to explore exposure frequency in relation to IVA, and have not yet reached an agreement on the effect and the optimal exposure frequency. The exploration of the existing studies reveals the reasons for the conflicting results, which include insufficient reading amount, simplification of test content and lack of consideration of learners' lexical competence. To clear up the blurred picture and better understand the nature of word exposure frequency effect, future researches can be carried out in terms of research areas and methods. In terms of research areas, studies can be designed to test different aspects of word knowledge, distinguish the effect of global word frequency and local word frequency, and investigate such mediating effects as perceptual salience, and skill levels. Methodologically, the test format needs to be diversified to avoid pure multiple choice tests. In addition, more post-tests can be conducted, and qualitative and longitudinal studies should be employed as complementary to the popular quantitative ones.Index Terms-word exposure frequency, incidental vocabulary acquisition, reading

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“…This was not surprising because incidental word learning was contingent on a number of variables. Three of these were participants' word level (Tekmen & Daloglu, 2006), context that a word is in (Webb, 2008), and part of speech (Zimmerman, 2009). As stated by Chen and Truscott (2010), "The goal of research should not be to identify a definitive number of exposures needed but rather to understand a complex process involving multiple, interacting variables" (p. 694).…”

Section: Literature Review Incidental Vocabulary Learningmentioning

confidence: 99%

The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge

Teng

2016

GEMA

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This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiarylevel students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished tests; students read the book for the second time seven days later, and finished tests; finally, retention tests were completed three months later. The findings showed that incidental vocabulary learning through reading was very limited, and this learning was largely based on a high frequency of word occurrence, that is, the higher the frequency level was, the better the learners' word-learning was. The number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge. This study shows that attention to building knowledge of known words instead of solely introducing new words should be paid, and that both word exposure frequency and elaborate word processing are important as part of successful vocabulary development.

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An Investigation of Incidental Vocabulary Acquisition in Relation to Learner Proficiency Level and Word Frequency

Cited by 64 publications

References 29 publications

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Revisiting Word Exposure Frequency and Incidental Vocabulary Acquisition

The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge

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