ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study

Kaur, Jasbir; Hegelheimer, Volker

doi:10.1080/09588220500280412

Cited by 57 publications

(67 citation statements)

References 14 publications

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“…A concordancer is software which extracts instances of a specific search word or search phrase from a corpus and presents these instances in their immediate linguistic context. The output is referred to as a concordance and can be used by language learners to learn about specific grammatical and lexical patterns in the L2 in a form of data-driven learning (Cobb, 1997;Gaskell & Cobb, 2004;Johns, 1994;Kaur & Hegelheimer, 2005;Milton, 2006;Shei, 2008aShei, , 2008bSun, 2003;Todd, 2001). According to Kaur and Hegelheimer (2005, p. 290), this type of data-driven learning can "help [students] become autonomous learners and also provide them the opportunity to act as researchers".…”

Section: Corpus-based Language Learningmentioning

confidence: 99%

“…Most studies have examined vocabulary learning (e.g. Kaur & Hegelheimer, 2005;O'Sullivan & Chambers, 2006), but several other studies have examined the learning of lexico-grammar (e.g. Lee & Swales, 2006;Todd, 2001), and increasingly also grammar (Gaskell & Cobb, 2004;Liu & Jiang, 2009;Yoon & Hirvela, 2004).…”

Section: Corpus-based Language Learningmentioning

confidence: 99%

“…Flowerdew, 2003;Mudraya, 2006;Thursten & Candlin, 1998;Yoon & Hirvela, 2004), and for learning specialist technical and academic vocabulary (Cobb, 1997). The use of these techniques can reduce the amount of time needed to acquire academic vocabulary (Kaur & Hegelheimer 2005). In one Australian EAP context, Cargill and Adams (2005) trialed the use of concordancing by agriculture PhD students.…”

Section: Corpus-based Language Learningmentioning

confidence: 99%

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Internet tools for language learning: University students taking control of their writing

Conroy¹

2010

AJET

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Many excellent corpus-based language learning resources (e.g., concordancers) have been freely available on the Internet for some time. Google assisted language learning (GALL) is also gaining increasing acceptance. These tools are a potential resource for English as an additional language (EAL) university students who want to independently improve their academic writing. However, many Australian universities have been remarkably slow to integrate these tools into English language support operations. In this study, Australian EAL university students were trained in Internet-based tools and techniques for language learning and subsequently surveyed on their attitudes and behaviour. Students' competence in using the tools and techniques to correct errors in their writing was also measured. The results revealed that students are enthusiastic and reasonably competent users of Internet-based tools and techniques for independent language learning. It is argued that Internet-based corpus tools and techniques are undervalued by Australian universities, but could be promoted and used to support EAL university student writers.

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Section: Corpus-based Language Learningmentioning

confidence: 99%

Section: Corpus-based Language Learningmentioning

confidence: 99%

Section: Corpus-based Language Learningmentioning

confidence: 99%

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Internet tools for language learning: University students taking control of their writing

Conroy¹

2010

AJET

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“…Native speakers of English learn new words all their lives through interaction with other speakers and exposure to the language in formal and informal situations, but L2 learners' exposure to and use of the target language is often limited (Kaur & Hegelheimer, 2005). The limited vocabulary makes writing more difficult.…”

Section: Second Language Writing Performancementioning

confidence: 99%

The Key to Second Language Writing Performance: The Relationship Between Lexical Competence and Writing

Yüksel¹

2015

SUET

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Vocabulary knowledge is an important component of the writing skill and it has many dimensions, such as size, depth, and productive, in interaction with writing skill. To evaluate this relation and determine which dimension is the most effective for second language writing quality, the present study was conducted. Turkish EFL (English as a Foreign Language) learners' lexical competence and writing abilities were examined through their vocabulary profiles and academic essays. The results of each vocabulary measure indicated that the participants had a limited vocabulary size, containing words mostly from 2,000 to 3,000 frequency bands and thus, the productive vocabulary knowledge of the participants mostly consisted of 1k + 2k words and the use of academic words in their essays was very low. The results of the study revealed that the lexical competence covering the main components of vocabulary knowledge was a good predictor of the students' quality of writing performance.

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“…Concordance output can be manipulated to create motivating materials and activities for vocabulary learning that can enhance learners" lexical competence and promote students" autonomy. Some studies on the use of concordancers (Kaur & Hegelheimer, 2005;Poole, 2012;Schmitt, 2000) show that the students learned vocabulary inductively and exhibited improvement in understanding word meanings and were able to transfer their vocabulary knowledge when reading new texts. It appears that learning vocabulary through concordances can lead students to acquire different senses of word meanings and apply this acquired knowledge in reading new texts.…”

mentioning

confidence: 99%

Lemmatizing Textbook Corpus for Learner Dictionary of Basic Vocabulary

Astika

2018

Indonesian J. Appl. Linguist

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The purpose of this study is to lemmatize the vocabulary used in textbooks with the purpose to provide information for dictionary entries that are relevant to the learners. Although dictionaries for learners are commercially and electronically available, they may not be relevant to the learners" needs for vocabulary learning in class, or may not have been designed for specific pedagogical purposes. To bridge this gap, the vocabulary used in some textbook series were analyzed using the vocabulary profiler available in Lextutor.com to identify the lemmas of different frequency levels. The analysis shows that the total number of lemmas in the textbooks was approximately about 58% of the total number of the most frequently used lemmas in the New General Service List (Browne, Culligan, & Phillips, 2013). Further exploration of the lexicogrammatical environment in the textbook corpus discovered lexical items that behave differently with regard to functions and meanings. These findings should provide lexicographers or teachers with useful information about word entries for a relevant learner dictionary to be used in the classroom.

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ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study

Cited by 57 publications

References 14 publications

Internet tools for language learning: University students taking control of their writing

Internet tools for language learning: University students taking control of their writing

The Key to Second Language Writing Performance: The Relationship Between Lexical Competence and Writing

Lemmatizing Textbook Corpus for Learner Dictionary of Basic Vocabulary

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