By James Milton
Presents an exam of the history to checking out vocabulary wisdom in a moment language and particularly considers the impact that note frequency and lexical assurance have on studying and conversation in a international language.
content material: factors and definitions --
note trouble, observe frequency and acquisition : lexical profiles --
Frequency and assurance --
Measuring vocabulary breadth : passive popularity vocabulary --
Measuring different features of vocabulary breadth --
Measuring effective vocabulary wisdom --
Measuring vocabulary intensity --
Vocabulary acquisition and checks of language point --
Vocabulary acquisition and school room enter --
Vocabulary acquisition and casual language enter --
Implications for studying and educating : conception and practice.
summary:
Read or Download Measuring second language vocabulary acquisition PDF
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Extra resources for Measuring second language vocabulary acquisition
Sample text
What frequency information does tell us is, what is the likelihood of a learner encountering a word, and having it repeated often enough, for it to be learned. How Profiles Develop over the Course of Learning The evidence suggests, therefore, that Meara’s (1992) model of a frequency profile is accurate in the way it characterises vocabulary growth in groups of learners, with word knowledge concentrating in the more frequent bands. Is his idea also correct that the profile will be similar at all levels and will move upwards with increased knowledge and level until it reaches 100% knowledge of any one band, when a plateau will emerge?
7 Individual profiles for the 10 highest scoring students in Milton (2006a) which means that some highly frequent vocabulary has to be omitted and cannot, therefore, be learned. Or it may be that this observation is simply the by-product of learner idiosyncrasies and that each learner manages to avoid encountering and learning a different set of words. A more detailed examination of the unknown words in these frequency bands is required to answer this question. The trend seen in the English learning data is repeated in the learning of other languages.
These difficulty factors may have an impact on the learning of small groups or individual words, but the kind of general effects which frequency creates appear to be absent with difficulty factors. Conclusion The conclusion that can be drawn from this chapter, and the point of the chapter, is that there is a system to learning vocabulary, or at least recognising foreign language vocabulary, and it is driven by word frequency. Factors like word difficulty may operate at the level of individual words, but do not appear to have anything like the impact of frequency and do not seem to destabilise the frequency model of learning.