The Lexical Coverage of Movies

Webb, Stuart; Rodgers, Michael

doi:10.1093/applin/amp010

Cited by 230 publications

(199 citation statements)

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“…For example, learners may know old and want to but they might not recognize ol' and wanna. Webb & Rodgers (2009a, 2009b suggest that a high percentage of contractions may hinder the vocabulary comprehension and learning in speech. To the best of our knowledge no study has yet investigated the effect that the percentage of contractions and connected speech may have on comprehension and incidental learning.…”

Section: Methodsmentioning

confidence: 99%

“…Instead the patterns revealed in the corpus analysis provide the basis for subsequent descriptions of the corpus (Biber, 2009). Corpus-driven studies focused on vocabulary are well established and have looked at the vocabulary load and potential for incidental vocabulary learning in related and unrelated text (Hwang & Nation, 1989;Schmitt & Carter, 2000;Sutarsyah, Nation, & Kennedy, 1994), and the number of words necessary for comprehension of spoken discourse (Adolphs & Schmitt, 2003;Meara, 1991Meara, , 1993Nation, 2006), written discourse (Meara, 1993;Nation, 2006), television programs (Webb & Rodgers, 2009a), and movies (Webb & Rodgers, 2009b). Corpus-driven research has also focused on the potential for incidental vocabulary learning through encountering language in speech and writing (Cobb, 2007;Horst, 2009;Meara, Lightbrown, & Halter, 1997, Webb, 2010aWebb & Rodgers, 2009a;Wodinsky & Nation, 1988).…”

Section: Introductionmentioning

confidence: 99%

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Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Webb

2011

ijes

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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. KEYWORDS:Comprehension, corpus linguistics, genre, incidental vocabulary learning, television, vocabulary coverage, word frequency. RESUMENLos guiones de 288 episodios televisivos se analizaron para determinar el alcance de la recursividad del vocabulario en programas de televisión del mismo subgénero y en programas no relacionados de géneros diferentes. Se compararon episodios de tres subgéneros del drama americano: médico, de espías/acción y de investigación forense, con varios grupos de episodios elegidos al azar. Los resultados muestran que, aunque el número de palabras en cada grupo de episodios era equivalente, los episodios del mismo subgénero contienen menos familias de palabras que aquellos elegidos al azar. Los hallazgos mostraron que las familias de baja frecuencia (niveles de 4.000-14.000) se repiten con más frecuencia en los programas del mismo subgénero. En conjunto, los resultados indican que el visionado de programas del mismo subgénero puede ser un método efectivo para aprender el lenguaje por medio de la televisión porque reduce la demanda léxica de la proyección y aumenta el potencial de aprendizaje de vocabulario.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Webb

2011

ijes

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“…Adolphs and Schmitt (2003) concluded that about the same amount of word families enables engagement in basic daily conversation. Webb and Rodgers (2009) demonstrated that learners require about 3,000 word families to watch and largely understand movies and television programs, thereby confirming the importance of the 2,000 and the 3,000 level of the VLT. The figures required for written reception, that is, reading, which is the primary focus of the VLT, are higher, with Nation (2006) calculating that 8,000-9,000 word families are necessary to be able to read widely.…”

Section: Pedagogical Implicationsmentioning

confidence: 76%

Vocabulary Levels Test

Kremmel

Schmitt

2017

The TESOL Encyclopedia of English Language Teaching

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subsequently revised by Schmitt, Schmitt, and Clapham in 2001. It is a tool to measure the written receptive vocabulary knowledge, that is mainly the word knowledge required for reading. The VLT assesses this knowledge of learners at four frequency levels of English word families: 2,000, 3,000, 5,000 and 10,000, hence the name "Levels Test." Versions of this test are available freely on the personal websites of Paul Nation (printable, http://www.victoria.ac.nz/lals/about/staff/ paul-nation), Tom Cobb (printable and online, http://www.lextutor.ca/tests/), and Norbert Schmitt (printable, www.norbertschmitt.co.uk), the latter two providing the latest revised versions of the test . Versions of the test can also be found in Nation (1990), Schmitt (2000), and Schmitt (2010).Each section of the revised VLT consists of 30 items in a multiple matching format. Three items therefore represent 100 words of any particular frequency band. Items are clustered together in 10 groups for this, so that learners are presented in each cluster with six words in a column on the left and the corresponding meaning senses of three of these in another column on the right. Learners are asked to match each meaning sense in the right-hand column with one single word from the lefthand column. Thus, the test asks learners to recognize the form rather than the meaning, that is, the options are words instead of definitions (Schmitt, 2010). As such, the VLT taps the very basic and initial stages of form-meaning link learning. Example items from three of the levels can be seen in Figure 1.Each cluster targets three words, although some researchers have argued that knowledge of the meaning of the three distractor words is also tested as the test takers need to be familiar with them when they discard them (Read, 1988). Within each level, there is a fixed ratio of word classes to represent the distribution of English word classes. This ratio was 5 (noun) : 3 (verb) : 1 (adjective) in the initial

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“…Substantial research has suggested the effects of frequency of occurrence on incidental learning from reading (e.g., Pellicer-Sánchez, 2016;Pellicer-Sánchez & Schmitt, 2010;Waring & Takaki, 2003;Webb, 2007a) and listening (e.g., van Zeeland & Schmitt, 2013;Vidal, 2011). There is also potential for incidental learning of vocabulary from watching movies (Webb & Rodgers, 2009a) or television programs (Webb & Rodgers, 2009b). Overall, findings suggest words encountered from three to six times in short contexts (i.e., sentences or passages) may be learned significantly better than those encountered once or twice.…”

Section: Incidental and Explicit Learning Of Words And Formulaic Sequmentioning

confidence: 99%

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

Le-Thi¹,

Rodgers²,

Pellicer‐Sánchez³

2018

TESL Canada

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The Lexical Coverage of Movies

Cited by 230 publications

References 31 publications

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

Vocabulary Levels Test

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

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