Vocabulary knowledge differences between placed and promoted EAP students

Clark, Martyn; Ishida, Shiro

doi:10.1016/j.jeap.2004.10.002

Cited by 18 publications

(14 citation statements)

References 21 publications

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“…Durrant (2009:157) It seems obvious that vocabulary knowledge should contribute to reading comprehension, since one of the key requirements for comprehension is that the reader has an understanding of the words in the text. In support of this assumption, evidence confirming the link between vocabulary knowledge and reading comprehension has been provided by a number of studies (Clark and Ishida 2005;Cobb and Horst 2001;Staehr 2008). Without sufficient vocabulary to interpret the meaning of unfamiliar words, L2 learners are unable to reach the comprehension threshold required to understand texts.…”

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confidence: 80%

Students’ use of academic vocabulary in comparison to that of published writers: A corpus-driven analysis

Cooper

2017

SPIL

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An aspect of vocabulary research that tends to be somewhat neglected is that based on qualitative investigation. While a number of studies have considered the differences in vocabulary size between first-language (L1) and additional language (AL) speakers of English, there has been relatively little in-depth investigation into the nature of the vocabulary differences between these groups. The aim of this paper is to shed light on some of the vocabulary features of both L1 and AL student writing in relation to published writing as a benchmark. This study is based on the results of a qualitative investigation conducted using a corpus-driven approach which focused on differences in the use of academic vocabulary by both L1 and AL groups across first-, second-and third-year psychology students. The method used to identify vocabulary differences was keyness analysis, in which vocabulary items are compared on the basis of significantly different frequencies. One of the patterns that emerged serves to support the assumption that L1 students have a better grasp of academic vocabulary than AL students, as there are a greater number of grammatical, semantic and collocational idiosyncrasies in AL writing. The analysis also confirms that high achievers tend to use a broader range of academic words than low achievers. Given the evidence that a good knowledge of academic vocabulary in particular is essential for success at the level of tertiary education, the results of this study contribute to the question of what the specific vocabulary needs of undergraduate students are within the university context.

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confidence: 80%

Students’ use of academic vocabulary in comparison to that of published writers: A corpus-driven analysis

Cooper

2017

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“…He found that about 170 words were learned per year when students received between 58.5-78 hours of tuition and approximately 530 words were learned per year when students received 117-175.5 hours of tuition. Clark and Ishida (2005) found that there was no significant difference on the Vocabulary Levels Test (VLT) scores after one semester of study for English as a second language students (see also Nation, 1983Nation, , 1990Schmitt, Schmitt, & Clapham, 2001). Nation (2006) found that the most frequent 1,000 word families in the British National Corpus (BNC) accounted for just over 77.86% of the words in the LOB corpus, the second most frequent 1,000 word families made up 8.23%, and the third most frequent 1,000 word families accounted for 3.70% of the corpus.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Critical Thinking on Learners� Efl Vocabulary Retention: The Arab Context

Elyas

Al-Zahrani

2019

IEFLJ

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The aim of this experimental study was to investigate the impact of a critical thinking based pedagogical approach on learners' retention ability of EFL vocabulary. There were two groups in the study: an experimental and a control group. The experimental group received vocabulary instruction with a critical thinking-based approach whereas the control group was taught in the conventional methods of vocabulary teaching. The treatment consisted of seven lessons delivered over 12 weeks. At the end of the treatment, the immediate post-test was administered and two weeks after the immediate post-test, the delayed post-test was administered. The resulting data was subjected to descriptive and inferential statistical analysis using SPSS software. The results showed that the experimental group outperformed the control group in their vocabulary retention. Based on these results, the researchers concluded that the adopted critical thinking-oriented language instruction to EFL vocabulary has a positive effect on vocabulary retention, with implications for policy-makers, teacher trainers and teachers.

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“…Fourth, academic words are more 14 abstract than general high frequency words (e.g., metacognition, paradigm). Further evidence to these claims comes from previous research that has pointed to EAP learners' difficulties with EAP reading (Clark & Ishida, 2005;Park, 2012;Vongpumivitch, Huang, & Chang, 2008) and…”

Section: Academic Vocabularymentioning

confidence: 96%

“…2 has been widely viewed as representative of academic vocabulary in English written texts (Coxhead, 2011;Nation, 2006;Wang, Liang, & Ge, 2008;Ward, 2009). Academic vocabulary refers to those words that are prevalent in academic texts (Chung & Nation, 2004;Clark & Ishida, 2005;Coxhead, 2006;Nation, 2013;Schmitt, 2010), and thus they are different from frequent words which are usually used in everyday life or in a specific field of study (Nation, 2001).…”

Section: Aims and Scope Of The Thesismentioning

confidence: 99%

“…Further research conducted on the usefulness of academic words confirms these arguments, indicating the supportive role of academic words in English academic texts (Campion & Elly, 1971;Cowan, 1974;Durrant, 2016;Farrell, 1990;Hutchinson & Waters, 1987;Nagy & Townsend, 2012;Nassaji, 2006;Praninskas, 1972;Staehr-Jensen, 2005;Trimble, 1985). For example, it has been found that academic vocabulary plays a role in L2 learners' academic achievements (Garcia, 1991;Li & Pemberton, 1994;Qian 1999Qian , 2002Snow, 2010;Stahl & Fairbanks, 1986), reading comprehension (Clark & Ishida, 2005;Park, 2012), writing skills (Cobb & Horst, 2015;Engber, 1995;Gass & Selinker, 2008;Gonzalez, 2013;Grobe, 1981;Shaw, 1991;Townsend & Kiernan, 2015) and academic English proficiency (Townsend, Filippini, Collins, & Biancarosa, 2012).…”

Section: Academic Vocabularymentioning

confidence: 99%

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A Corpus-Based Investigation of Academic Vocabulary and Phrasal Verbs in Academic Spoken English

Aldohon¹

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Academic spoken language is capturing the attention of many vocabulary researchers in recent years (Rodgers & Webb, 2016;Thompson, 2005). In turn, research has focused on assessing word lists to promote second language learners' comprehension of academic speech (Dang & Webb, 2014). The present thesis is comprised of two corpus-based studies investigating academic spoken discourse. The first study examined (1) the vocabulary demands of spoken academic English and (2) the coverage of Coxhead's (2000) Academic Word List (AWL) in spoken Academic English. Transcripts of 62 lectures and 7 seminars form the Michigan Corpus of Academic Spoken English (MICASE) were collected and analyzed. The findings suggested that coupled with proper nouns and marginal words, knowledge of the most frequent 3,000 or 7,000 word families is needed to reach 95.55% and 98.03% coverage respectively of the combined lectures and seminars corpus. The AWL provided 3.68% coverage of the combined seminars and lectures corpus. The second study compared the lexical coverage of Garnier and Schmitt's (2015) phrasal verb list (PHaVE List) with the most frequent 150 AWL lemmatized verbs in academic spokenEnglish. The analysis was carried out on a 2,431,351 running-word corpus created from the British Academic Spoken English (BASE) and the MICASE corpora. The finding indicated that the PHaVE List accounted for slightly higher coverage figures than the AWL in the study corpus. Pedagogical implications were made for English for academic purposes teachers, learners and material designers.ii

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Vocabulary knowledge differences between placed and promoted EAP students

Cited by 18 publications

References 21 publications

Students’ use of academic vocabulary in comparison to that of published writers: A corpus-driven analysis

Students’ use of academic vocabulary in comparison to that of published writers: A corpus-driven analysis

The Impact of Critical Thinking on Learners� Efl Vocabulary Retention: The Arab Context

A Corpus-Based Investigation of Academic Vocabulary and Phrasal Verbs in Academic Spoken English

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