Input, Process and Product: Developments in Teaching and Language Corpora
Input, Process and Product: Developments in Teaching and Language Corpora
Contributor(s): James Thomas (Editor), Alex Boulton (Editor)
Subject(s): Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, Sociolinguistics, Philology
Published by: Masarykova univerzita nakladatelství
Keywords: corpus; language learning; data-driven learning; concordancing;
Summary/Abstract: This volume is a collection of 21 academic papers selected from the ninth biennial Teaching and Learning Corpora conference that was held at Masaryk University in the summer of 2010. The papers were selected through a double blind reviewing process by the academic committee of the conference. The book deals with a variety of uses of language corpora in foreign or second language teaching and learning, and is divided into four parts. Sections 1 and 2 look at corpora as input, first exploring general issues of how they can inform language teaching, and second describing how this can be put into practice and evaluating concrete uses of corpora with learners. Sections 3 and 4 look at learner corpora as output: this includes comparison with native-speaker corpora to identify ‘errors’ or areas of difficulty, but also shows what learners can and do know at different levels of proficiency, and what this tells us about the learning process.
- E-ISBN-13: 978-80-210-7636-5
- Print-ISBN-13: 978-80-210-5896-5
- Page Count: 358
- Publication Year: 2012
- Language: English
Preface
Preface
(Preface)
- Author(s):Chris Tribble
- Language:English
- Subject(s):Foreign languages learning, Language acquisition, Philology
- Page Range:3-6
- No. of Pages:4
- Keywords:Preface; language studies; corpus; language learning; data-driven learning; concordancing;
- Summary/Abstract:As I’m not the author of this volume, and as Alex Boulton and James Thomas have already written an excellent, and extensive, introduction, I felt at a bit of a loss when starting out to write this present preface. However, in the best tradition of empirical language studies I decided to seek guidance on how I might go about writing into this genre by consulting a range of permissible exemplars. After some searching, I decided to focus on one of the best known English variants: Wordsworth’s preface to The Lyrical Ballads – a 9,000-word argument for the kinds of poetics the author wished to present to the public. Clearly, as a corpus linguist of a kind, my next step was to see what corpus analysis might offer to help me in my task. With WordSmith Tools ( Scott 2008) to hand, I quickly generated a wordlist for this text, and then a set of keywords (referenced against the British National Corpus). And what did I find apart from the words poem and poetry? At the top of the list came: pleasure, language, reader, and passions. And there was my framework for my preface to Input, Process and Product: Developments in Teaching and Language Corpora.
- Price: 4.50 €
Introduction: Corpus language input, corpus processes in learning, learner corpus product
Introduction: Corpus language input, corpus processes in learning, learner corpus product
(Introduction: Corpus language input, corpus processes in learning, learner corpus product)
- Author(s):Alex Boulton, James Thomas
- Language:English
- Subject(s):Syntax, Lexis, Semantics, Language acquisition
- Page Range:7-34
- No. of Pages:28
- Keywords:language studies; corpus; language learning; data-driven learning; concordancing;
- Summary/Abstract:Corpus linguistics is essentially concerned with describing language for linguistic research purposes, but language corpora (along with the associated tools and methodologies) have many different affordances and applications. In the fi eld of language teaching, corpus analysis is used to inform the content decisions of what to teach different learner populations in different contexts at different stages of development. This typically includes the application of frequency data in determining the sequence in which linguistic items should be introduced, in identifying key multiword units and a wide range of lexico-semantic patterns, and in predicting areas of potential diffi culty from learner corpora. This essentially indirect approach ( Römer 2011) to corpus data is taken by syllabus designers, materials writers, lexicographers and testers, though the results may be entirely invisible to the end user ( McCarthy 2004). However, teachers can also make use of corpora to answer their own questions about language, to test grammar ‘rules’ against real data, to find examples and help create materials for teaching and testing, among other things. Learner involvement need not be limited to teacher mediated uses, but can involve direct hands-on consultation, either for language learning or as a reference resource.
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Integrating corpora with everyday language teaching
Integrating corpora with everyday language teaching
(Integrating corpora with everyday language teaching)
- Author(s):Ana Frankenberg-Garcia
- Language:English
- Subject(s):Language acquisition, Psycholinguistics, Cognitive linguistics, School education, Philology
- Page Range:36-53
- No. of Pages:18
- Keywords:language teaching; teacher training; classroom concordancing; data-driven learning;
- Summary/Abstract:Despite the growing number of books on how to use corpora in language teaching, little has been written about integrating corpus-based activities with the reality of the classroom. Practising teachers usually have a syllabus to follow and a set course book they must use, and there is often little room to stray away from that. So even if teachers have heard about corpora in teacher training programmes or elsewhere, there is no guarantee that they will actually use them in their teaching. The present paper focuses on how the direct use of corpora is relevant to and can be integrated into everyday language teaching, with many advantages for both teachers and learners.
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How people use words to make meanings: Semantic types meet valencies
How people use words to make meanings: Semantic types meet valencies
(How people use words to make meanings: Semantic types meet valencies)
- Author(s):Patrick Hanks
- Language:English
- Subject(s):Lexis, Semantics, Pragmatics, Sociolinguistics, Phraseology
- Page Range:54-69
- No. of Pages:16
- Keywords:norms of usage; phraseology and meaning; patterns of word use; corpus analysis; creative exploitations of normal word use;
- Summary/Abstract:This paper proposes that meanings in text are both created and understood by matching actual text occurrences (or creations) against patterns of usage stored in the brain. A ‘pattern’ in this sense has two elements: valency, which is comparatively stable, and one or more sets of preferred collocations, which are highly variable. To understand collocations, we draw on prototype theory developed by the cognitive scientist Eleanor Rosch (1973a, 1973b), its philosophical counterpart developed by the philosopher Hilary Putnam (1970, 1975a, 1975b), and the linguistic insights of John Sinclair (1966, 1987, 1991, 2004). Collocates are grouped into lexical sets according to their semantic type, using the Generative Lexicon theory of James Pustejovsky (1995). Corpus pattern analysis shows that each word habitually participates in only a comparatively small number of patterns, and that most patterns are unambiguous in their interpretation. This yields a new theory of language use – a ‘double helix theory’ called the theory of norms and exploitations ( Hanks in press). This argues that language use is governed by not one but two interactive sets of rules: a set of rules for using words normally and a set of rules for exploiting the norms creatively.
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Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP
Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP
(Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP)
- Author(s):Ute Römer
- Language:English
- Subject(s):Foreign languages learning, Syntax, Lexis, Language acquisition, Higher Education , Phraseology
- Page Range:70-82
- No. of Pages:13
- Keywords:EAP teaching; phraseology; MICUSP; data-driven learning; student writing;
- Summary/Abstract:This paper introduces a new corpus resource for teaching English for Academic Purposes (EAP) and for carrying out research into advanced student writing across a range of academic disciplines: MICUSP, the Michigan Corpus of Upper-level Student Papers. It exemplifies how MICUSP can be used as a source of materials in the context of data-driven learning in the EAP classroom. The paper also presents selected results from two MICUSP based studies: an analysis of attended and unattended this and a study of the distribution of common phraseological items across student papers. It is argued that these results are of pedagogical relevance and can contribute to an improvement in EAP teaching.
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A direct application of medical corpora to academic writing: A specialized concordance search interface and Moodle-based courseware
A direct application of medical corpora to academic writing: A specialized concordance search interface and Moodle-based courseware
(A direct application of medical corpora to academic writing: A specialized concordance search interface and Moodle-based courseware)
- Author(s):Shozo Yokoyama, Chizuko Suzuki, Seisuke Yasunami, Naoko Kawakita, Ryo Ohba
- Language:English
- Subject(s):Syntax, Lexis, Pragmatics, Higher Education , Health and medicine and law
- Page Range:83-102
- No. of Pages:20
- Keywords:English for medical purposes; writing; reading; concordancing; IMRAD;
- Summary/Abstract:Despite a relatively large number of research papers discussing corpus-based discourse analysis for medicine, few attempts have been made to uncover the rhetorical distinctiveness of subdisciplines such as Genome Bio-Science, Nursing, Public Health, and Clinical Surgery. The aim of this study is to apply the frequencies of verbs (including modal verbs) found in medical research articles (RAs) among these four subdisciplines to materials development by incorporating a specialized concordance search interface and Moodle-based courseware for medical students.
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Scripted speech in the EFL classroom: The Corpus of American Television Series for teaching spoken English
Scripted speech in the EFL classroom: The Corpus of American Television Series for teaching spoken English
(Scripted speech in the EFL classroom: The Corpus of American Television Series for teaching spoken English)
- Author(s):Stefanie Dose
- Language:English
- Subject(s):Education, Foreign languages learning, Media studies, Pragmatics, Philology
- Page Range:103-121
- No. of Pages:19
- Keywords:pedagogical corpora; spoken English; television language; authenticity;
- Summary/Abstract:This paper discusses the design and purpose of a new corpus which is particularly geared towards EFL ( English as a Foreign Language) teachers and students: the Corpus of American Television Series ( CATS). Using scripted speech as a model for spoken English is not uncontroversial, as the dialogues of television series are performed in the spoken medium, but their origins are in writing. This gives rise to a unique mixture of spoken and written language features which still lacks systematic description, particularly in comparison with authentic, naturally occurring speech. As one of the first steps in a larger project, the analysis in the present paper focuses on the discourse marker you know. The initial results indicate that television dialogue is an auspicious compromise between artificial textbook dialogues and the overwhelming ‘messiness’ of genuine language data, and thus has great potential for the EFL classroom.
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Using a corpus for written production: A classroom study
Using a corpus for written production: A classroom study
(Using a corpus for written production: A classroom study)
- Author(s):Monika Geist, Angela Hahn
- Language:English
- Subject(s):Education, Language acquisition, Psycholinguistics, Methodology and research technology, Philology
- Page Range:123-135
- No. of Pages:13
- Keywords:non-advanced learners; autonomous corpus use; writing; reflection; young learners;
- Summary/Abstract:This paper discusses an action-research study of learner driven corpus use by intermediate learners of English (age 14 to 16) while writing a cover letter using BNC BABY with XAIRA software. After practising different software functions, the students wrote a cover letter with the Internet and the corpus at their disposal. Although they had acquired all the necessary technical skills, they lacked language sensitivity and consequently had difficulties in finding language issues to check. In addition, factors such as motivation, the corpus used and the group size were also revealed to be influential. Individual successful learners showed that given a sufficient degree of language awareness and reflection, learner-driven corpus use could enhance their writing activities.
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Corpus work with ordinary teachers: Data-driven learning activities
Corpus work with ordinary teachers: Data-driven learning activities
(Corpus work with ordinary teachers: Data-driven learning activities)
- Author(s):Henry Tyne
- Language:English
- Subject(s):Education, Language acquisition, Methodology and research technology, Philology
- Page Range:136-151
- No. of Pages:16
- Keywords:data-driven learning; corpus building; spoken corpora; everyday teaching practice;
- Summary/Abstract:This paper presents findings from experimental uses of corpora for language teaching in secondary school education in France. Working alongside two teachers of Spanish, we identified specific learning outcomes in pedagogical sequences and looked at how corpus use could be brought into their schemes of work with a view to facilitating the attainment of these. In each case, the teachers felt that their task had been made easier, insofar as the enquiry methods or techniques allowed them to carry out their work more efficiently. Such approaches to corpus use in language teaching are found to be compatible with the existing practices of ordinary language teachers. However, they do bring into question the idea of corpus work necessarily involving large, end-state electronic corpora.
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Hands-on / hands-off: Alternative approaches to data-driven learning
Hands-on / hands-off: Alternative approaches to data-driven learning
(Hands-on / hands-off: Alternative approaches to data-driven learning)
- Author(s):Alex Boulton
- Language:English
- Subject(s):Education, Language acquisition, Methodology and research technology, Social Informatics, Philology
- Page Range:152-168
- No. of Pages:17
- Keywords:data-driven learning; inductive learning; paper-based corpus consultation; motivation; hands-on corpus-consultation;
- Summary/Abstract:One of the most apparent obstacles to DDL is the use of the technology itself – the computer with its query software and interfaces for accessing electronic corpora. Where this is the case, the obvious question is whether the computer can be successfully removed from the equation without losing the benefits of the overall approach. In the present study, two groups of lower intermediate level learners at a college of architecture were introduced to an English language corpus both ‘hands on’ and ‘hands off’. The learning outcomes of the two approaches were tested, and compared against feedback obtained at the start and again at the end of the course. The general conclusion is that paper-based DDL does represent a viable option: there is unlikely to be a single best version of DDL for all learners in all situations at all times, and variety and sensitivity to learner variation and local conditions is crucial.
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DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1
DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1
(DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1)
- Author(s):Kiyomi Chujo, Kathryn Oghigian
- Language:English
- Subject(s):Foreign languages learning, Syntax, Lexis, Language acquisition, Methodology and research technology
- Page Range:169-182
- No. of Pages:14
- Keywords:data-driven learning; paper-based concordancing; Japanese-English concordancer; computer-based concordancing;
- Summary/Abstract:This study measured student gains in overall second language proficiency and in targeted vocabulary and grammar (noun and verb phrases) with pre- and posttests in a 20-week data-driven learning program using a parallel Japanese-English concordancer and bilingual corpus. Beginner level engineering students at a Japanese university followed a four-step methodology, working in pairs in class and individually for homework. Collected feedback from students on computer- versus paper-based concordancing indicates a blending may be most effective. Student feedback on the role of the L1 in parallel concordancing indicates those using nonvetted computer-based concordancing rely most on the translation.
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Using data-driven methods in teaching Czech as a foreign language
Using data-driven methods in teaching Czech as a foreign language
(Using data-driven methods in teaching Czech as a foreign language)
- Author(s):Klára Osolsobě, Pavlína Vališová
- Language:English
- Subject(s):Foreign languages learning, Syntax, Lexis, Language acquisition, Western Slavic Languages
- Page Range:183-194
- No. of Pages:12
- Keywords:Czech National Corpus; learner corpora; data-driven learning; grammar;
- Summary/Abstract:The aim of this paper is to illustrate how the Czech National Corpus is used for teaching the Czech language. More specifically, it explains how the use of a data-driven method in teaching Czech is likely to differ from teaching English or other analytical languages. Instead of focusing on lexical patterns, students’ assignments include observing inflectional forms and formulating grammar rules based on analysing concordances. In the empirical research presented here, learners of Czech spent two hours in class undertaking some specific corpus tasks. In spite of very limited training, they were able to use the corpus software and benefit from the findings using simplified queries: they did not need to use any corpus query language – a simple word search suffi ced. One of the tasks was to display the lemma and tag of the node word and identify its grammatical form. This task emerged as an important one because it shows how a corpus can complement dictionaries, where learners cannot find all inflectional forms. Texts simplified according to the level of profi ciency are the order of the day in Czech textbooks – authentic texts are rare. And full conjugations and declensions are typically taught before students engage with texts at all. Corpus-based exercises can therefore serve as a useful step in fostering an understanding of a text. An analagous research was conducted on native and non- native studens of Czech. This study thus demonstrates the potential of corpora in teaching highly inflectional languages, including Slavonic languages.
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Pedagogical perspectives on bundles: Teaching bundles to doctoral students of biochemistry
Pedagogical perspectives on bundles: Teaching bundles to doctoral students of biochemistry
(Pedagogical perspectives on bundles: Teaching bundles to doctoral students of biochemistry)
- Author(s):Andreas Eriksson
- Language:English
- Subject(s):Lexis, Pragmatics, Higher Education , Methodology and research technology
- Page Range:195-211
- No. of Pages:17
- Keywords:lexical bundles; EAP; corpus pedagogy; corpus-based materials; academic writing;
- Summary/Abstract:This paper explores lexical bundles from a pedagogical perspective, targeting two issues in particular: the selection of bundles for teaching purposes and students’ perception of different learning activities. Two small corpora of doctoral student writing and published articles were compiled for use in two workshops dedicated to lexical bundles. The assessment of learning activities used in the workshops was based on classroom observations, student notes and discussions. The results underline the importance of taking into account the field in which the students work when selecting bundles. They also indicate that the most useful activities are those in which the students started out by speculating about usage in their own discipline and those in which they were asked to use bundles within the context of their own research. The implication is that these activities offered opportunities for deep level processing.
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The lexical patterning of light verbs in GRICLE and native corpora: A comparative corpus-based study
The lexical patterning of light verbs in GRICLE and native corpora: A comparative corpus-based study
(The lexical patterning of light verbs in GRICLE and native corpora: A comparative corpus-based study)
- Author(s):Marina Mattheoudakis, Anna-Maria Hatzitheodorou
- Language:English
- Subject(s):Education, Foreign languages learning, Syntax, Lexis, Language acquisition, Methodology and research technology
- Page Range:213-228
- No. of Pages:16
- Keywords:light verbs; collocations; lexical patterning; GRICLE; corpus-based;
- Summary/Abstract:This corpus-based study compares the lexical patterns of three English light verbs, make, give and take, in native and non- native student writing. Since these verbs are highly polysemous and form a large number of collocations, they pose problems for foreign language learners. The frequency and variety of collocations with light verbs are examined in the Greek Corpus of Learner English (GRICLE), and in the native corpora LOCNESS and PELCRA. Collocations with take and give feature more frequently in GRICLE than in the native corpora. Give was found to enter into more combinations in the Greek corpus, whereas both make and take are used in a larger variety of collocations in the native corpora. The contribution of these findings to language teaching is discussed.
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Temporal fluency variables in native and non-native English speech: Corpus findings and language-pedagogical implications
Temporal fluency variables in native and non-native English speech: Corpus findings and language-pedagogical implications
(Temporal fluency variables in native and non-native English speech: Corpus findings and language-pedagogical implications)
- Author(s):Sandra Götz
- Language:English
- Subject(s):Foreign languages learning, Language acquisition, Psycholinguistics, Cognitive linguistics, Educational Psychology
- Page Range:229-243
- No. of Pages:15
- Keywords:discourse markers; pauses; fluency; spoken features; learner corpora;
- Summary/Abstract:This paper summarizes some interim findings of a larger project on fluency and investigates some standard temporal fluency variables in learner language. The study compares data from the 86,000-word learner corpus LINDSEI-GE and the 118,000-word native speaker corpus LOCNEC with the aim of revealing those areas in which even advanced German learners of English deviate significantly from the native target norm, for example in significantly shorter mean lengths of runs. However, the results also indicate areas in which individual learners have already approximated to the target norm, for example in their use of filled pauses. The final part presents some language-pedagogical implications for improving learners’ temporal fluency that derive from these findings.
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Chinese learners’ use of formulaic sequences in spoken interaction
Chinese learners’ use of formulaic sequences in spoken interaction
(Chinese learners’ use of formulaic sequences in spoken interaction)
- Author(s):Jiajia Xu, Mark Morgan, John McKenny
- Language:English
- Subject(s):Foreign languages learning, Syntax, Language acquisition, Psycholinguistics
- Page Range:244-257
- No. of Pages:14
- Keywords:formulaic sequences; Chinese learners’ speech; idiosyncratic uses; L1 transfer;
- Summary/Abstract:As a basis for course and materials design for Chinese tertiary learners’ spoken English, it is necessary to describe these learners’ spoken discourse. This study analyzes the multiword units excessively used by Chinese learners in their spoken English. The College Learners’ Spoken English Corpus ( COLSEC) is analyzed and other first-language ( L1) corpora are used as reference corpora. The idiosyncratic uses of four formulaic sequences, namely in my opinion, as far as I am concerned, I should say, and as we all know, are discussed. Three causes of the learners’ idiosyncratic uses of the formulaic or quasi-formulaic sequences are identified: L1 transfer, communication strategies, and the decontextualized teaching and learning of formulaic sequences.
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Measuring learner (mis)use: Tense and aspect errors in the Bulgarian and German components of ICLE
Measuring learner (mis)use: Tense and aspect errors in the Bulgarian and German components of ICLE
(Measuring learner (mis)use: Tense and aspect errors in the Bulgarian and German components of ICLE)
- Author(s):Svetla Rogatcheva
- Language:English
- Subject(s):Foreign languages learning, Syntax, Language acquisition, Pragmatics, Comparative Linguistics
- Page Range:258-272
- No. of Pages:15
- Keywords:target-like use analysis; learner corpora; tense; aspect;
- Summary/Abstract:The English tense-aspect system has been identified as notoriously difficult for EFL learners from a variety of mother-tongue backgrounds and proficiency levels. This is due to such factors as inadequate descriptions of tense and aspect in teaching materials or differences between the English tense-aspect system and the tense-aspect systems of the learners’ native languages. This paper examines learner use of tense-aspect forms on the basis of the Bulgarian and German components of the International Corpus of Learner English. The focus of the study is on learner misuse of tense-aspect forms and the methods to measure it. The results show that both learner groups have problems with the sequence of tenses, although their accuracy rates for the individual tense-aspect forms differ.
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Selected errors in the use of verbs by adult learners of English at B1, B2 and C1 levels
Selected errors in the use of verbs by adult learners of English at B1, B2 and C1 levels
(Selected errors in the use of verbs by adult learners of English at B1, B2 and C1 levels)
- Author(s):Sylwia Twardo
- Language:English
- Subject(s):Foreign languages learning, Morphology, Syntax, Lexis, Language acquisition
- Page Range:273-282
- No. of Pages:10
- Keywords:learner corpora; non-word errors; POS-tagging; verbs;
- Summary/Abstract:This paper presents an analysis of selected error types that appear in a learner corpus of students’ examination work in English, tagged for part of speech (POS) using CLAWS7. The study focuses on verbs and embraces two aspects: errors made in POS- tagging of verbs, and non-word errors made by students in words tagged as verbs. Non-word errors are words which do not belong to an English word list. The erroneously POS-tagged verbs were mostly non-words, but some were other parts of speech. In the latter case the errors may have been caused by the context in which the students used these words. The non-word errors were in most cases spelling errors but also morphological errors mainly connected with creating the past forms and –ing forms.
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Interference in advanced English interlanguage: Scope, detectability and dependency
Interference in advanced English interlanguage: Scope, detectability and dependency
(Interference in advanced English interlanguage: Scope, detectability and dependency)
- Author(s):Susanne Kämmerer
- Language:English
- Subject(s):Foreign languages learning, Syntax, Lexis, Language acquisition, Comparative Linguistics
- Page Range:284-297
- No. of Pages:14
- Keywords:learner corpora; LINDSEI; error-tagging; competence; performance; interference;
- Summary/Abstract:This paper focuses on a multi-level approach to interference in advanced English interlanguage based on three studies using the German, Spanish and French subcorpora of the Louvain International Database of Spoken English Interlanguage ( LINDSEI). The studies aimed to provide insights into: the scope of interferenceinduced errors (using the German subcorpus of LINDSEI); learner-centred identification and explanation of errors to explore the learners’ competence / performance level (using the German subcorpus); as well as the extent to which interference-induced errors occur due to congruent structures in the target language and the learner’s L1 (using the German, Spanish and French subcorpora).
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Completing the feedback loop: Creating spoken learner corpora
Completing the feedback loop: Creating spoken learner corpora
(Completing the feedback loop: Creating spoken learner corpora)
- Author(s):M. Trevor Shanklin
- Language:English
- Subject(s):Syntax, Lexis, Language acquisition, Pragmatics, Philology
- Page Range:298-313
- No. of Pages:16
- Keywords:oral proficiency; assessment; testing; learner corpora;
- Summary/Abstract:This study documents the procedures put in place to create and analyze spoken learner corpora from advanced second-language speakers. The first part describes the development of CAST, an on-line proficiency test, and is followed by a report on an ESL pilot study based on spoken responses from the CAST test; criteria are examined that elucidate effective discourse – of interest were subordination, the use of the past tense and the frequency count of individual lexical items. There is a brief discussion of procedures in developing a similar review of Arabic, Persian and Japanese items; in Arabic, dialectal differences were of interest and in Japanese the examination of word frequency is extended to key words. The study ends with an outline of procedures for displaying the data for ongoing instruction and curriculum development.
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Developing corpus-based word lists for English language learning and teaching: A critical appraisal of the English Vocabulary Profile
Developing corpus-based word lists for English language learning and teaching: A critical appraisal of the English Vocabulary Profile
(Developing corpus-based word lists for English language learning and teaching: A critical appraisal of the English Vocabulary Profile)
- Author(s):Yukio Tono
- Language:English
- Subject(s):Education, Lexis, Semantics, Language acquisition, Pragmatics
- Page Range:314-328
- No. of Pages:15
- Keywords:syllabus; textbooks; English Vocabulary; Profile word lists;
- Summary/Abstract:This study investigates the validity of a new type of English wordlist called the English Vocabulary Profile (EVP), by a group of researchers at Cambridge. This wordlist is unique in the sense that it not only classifies vocabulary levels by CEFR, but also provides CEFR levels for each sense of a word. The wordlist is being created by looking into the frequencies of use in corpora of native speakers and of learners of English. Whilst the approach is quite appealing, the actual procedure for determining the difficulty levels of word meanings is found to be problematic. This study poses a fundamental question of whether it is possible to rank the word senses in the order of difficulty, and whether the wordlist can be constructed encompassing both productive and receptive aspects of vocabulary knowledge at the same level.
- Price: 4.50 €