From Faible to Strong: How Does Their Vocabulary Grow?

Horst, Marlise; Collins, Laura

doi:10.1353/cml.2006.0046

Cited by 29 publications

(49 citation statements)

References 18 publications

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“…In a similar vein, Horst and Collins (2006) in their study of the longitudinal development of French learners of English in Canada show that learners initially prefer certain low frequency items such as respond over the high frequency alternative answer, because the former is a cognate of the French translation equivalent répondre.…”

Section: Introductionmentioning

confidence: 86%

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Tidball

Treffers‐Daller

2008

French Language Studies

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In this paper we study different aspects of lexical richness in narratives of British learners of French. In particular we focus on different ways of measuring lexical sophistication. We compare the power of three different operationalisations of the Advanced Guiraud (AG) (Daller, van Hout and Treffers-Daller, 2003): one based on teacher judgement, one on ‘le français fondamental 1er degré’ and one on frequency of lexical items. The results show that teacher judgement is a highly reliable tool for assessing lexical sophistication. The AG based on teacher judgements is better able to discriminate between the groups than the other operationalisations. It also works better than Vocabprofil (the French version of Laufer and Nation's (1995) Lexical Frequency Profile).

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Section: Introductionmentioning

confidence: 86%

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Tidball

Treffers‐Daller

2008

French Language Studies

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“…Nevertheless, according to Tidball and Treffers-Daller (2008: 302), who in turn echoed Horst and Collins' (2006) results, an increase in the use of lower frequency words does not necessarily involve lexical improvement, which might rather take the form of a larger variety within the 1k words used. Jiménez Catalán and Fitzpatrick (2014) obtained similar results with a lexical availability task, where the frequency of the words produced did not change with age/school grade.…”

Section: Discussionmentioning

confidence: 96%

Teasing out the role of age and exposure in EFL learners’ lexical profiles: A comparison of children and adults

Agustin-Llach

Jiménez-Catalán

2018

International Review of Applied Linguistics in Language Teaching

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The present paper examines the lexical profiles of children and adult EFL learners in an attempt to untangle the roles of age and hours of exposure and their effect on lexical knowledge. Both age and exposure time have generally been acknowledged as relevant factors influencing foreign language acquisition, and vocabulary learning specifically. Participants in the study, who share the same amount of exposure to the target language but differ in age, were asked to write an informal letter introducing themselves. Their letters were scrutinized and mean production of tokens and types was found together with word frequencies and some lexical inconsistencies. In addition, the children participating in the study were enrolled in a CLIL program to match their hours of instruction with those of the adults. Their lexical profiles are characterized by fewer tokens and types and words of lower frequency related to the fields of school, home and science, the CLIL subject. They also use more cognates and commit more lexical inconsistencies than adult learners, who in turn produce more general words in longer letters. We interpret our results in light of the relevant role of age and instructional program.

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“…The role of cognateness as a facilitating factor for vocabulary learning, in addition to frequency, has been acknowledged in several recent studies (e.g., Horst and Collins 2006;Rule et al 2010;Willis and Ohashi 2010). Horst and Collins (2006) showed that the proportion of cognates decreased over time in a longitudinal study of young (11-12 year old) francophone learners of English L2, suggesting that certain cognates, although of low frequency in the input, are not necessarily indicative of an advanced vocabulary.…”

Section: Frequency and Other Learnability Factors For L2 Vocabularymentioning

confidence: 98%

“…However, as pointed out for instance by Cobb (2001), Horst and Collins (2006), and Milton (2007Milton ( , 2009, factors other than frequency may also have an impact on vocabulary learning and use. The early introduction of a certain thematic vocabulary in teaching materials, and cognateness between words in the target language (TL) and any other language known to the learner (L1 and other L2s) are examples of factors that could complement the frequency factor in vocabulary learning.…”

Section: Introductionmentioning

confidence: 99%

Developing a lexical profiler for spoken French L2 and Italian L2

Bardel

Lindqvist

2011

EUROSLA

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This study is a follow-up to Lindqvist et al. (in 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 morpho-syntactic 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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From Faible to Strong: How Does Their Vocabulary Grow?

Cited by 29 publications

References 18 publications

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Teasing out the role of age and exposure in EFL learners’ lexical profiles: A comparison of children and adults

Developing a lexical profiler for spoken French L2 and Italian L2

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