Corpus creation and lexical profile analysis
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i9.2666
Abstract
In the context of L2 teaching classroom, instructors' prime role in vocabulary instruction is to teach words and help specific learners make meaningful progress in lexical development. A great deal of planning and preparation needs to occur before teachers enter the classroom (Webb & Nation, 2017), among which the process of evaluating the appropriateness of texts, materials and assignments based on teachers and learners' current vocabulary level seems to be necessary [11]. The purpose of this paper is to demonstrate a detailed procedure in which instructors evaluate a certain text using the data of Compleat Lexical Tutor and determine whether it is a suitable language learning material for students who have mastered the most frequent 2,000 words, thereby conducting further lexical profile analysis.
Keywords
L2 teaching classroom; vocabulary learning; lexical profile analysis; Compleat Lexical Tutor
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] Durrant P, Schmitt, N. 2010. Adult learners' retention of collocations from exposure. Second language Research, 26(2):163-188.
[2] Laufer B. 1989. What percentage of text lexis is essential for comprehension? In C. Lauren.&M.Nordman (Eds), Special Language: From Humans Thinking to Thinking Machines, 316-323. Clevedon, UK: Multilingual Matters.
[3] Liu N, Nation ISP. 1985. Factors affecting guessing vocabulary in context. RELC Journal,16: 33-42.
[4] Nation I.S.P, Beglar D. 2007. A vocabulary size test. The Language Teacher, 31(7): 9-13.
[5] Nation I.S.P, Healthy A. 2002. Range: A program for the analysis of vocabulary in texts. http://www.vuw.ac.nz/lals/staff/paul-nation/nation.aspx
[6] Nation I.S.P. 2001. Learning Vocabulary in Another Language. UK: Cambridge University Press.
[7] Nation I.S.P. 2006. How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1): 59-82.
[8] Sonbul S, Schmitt N. 2013. Explicit and implicit lexical knowledge: acquisition of collocations under different input conditions. Language Leaning, 63(1): 121-159.
[9] Webb S, Rodgers MPH. 2009a. Vocabulary demands of television programs. Language Learning, 59(2): 335-366.
[10] Webb S, Newton J, Chang ACS. 2013. Incidental learning of collocation. Language Learning, 63(1): 91-120.
[11] Webb S, Nation I.S.P. 2017. How vocabulary is learned. Conditions Contributing to Vocabulary Learning, 65-67.
[12] Webb S, Nation I.S.P. 2008. Evaluating the vocabulary load of written text. TESOLANZ Journal, 16:1-10.
[2] Laufer B. 1989. What percentage of text lexis is essential for comprehension? In C. Lauren.&M.Nordman (Eds), Special Language: From Humans Thinking to Thinking Machines, 316-323. Clevedon, UK: Multilingual Matters.
[3] Liu N, Nation ISP. 1985. Factors affecting guessing vocabulary in context. RELC Journal,16: 33-42.
[4] Nation I.S.P, Beglar D. 2007. A vocabulary size test. The Language Teacher, 31(7): 9-13.
[5] Nation I.S.P, Healthy A. 2002. Range: A program for the analysis of vocabulary in texts. http://www.vuw.ac.nz/lals/staff/paul-nation/nation.aspx
[6] Nation I.S.P. 2001. Learning Vocabulary in Another Language. UK: Cambridge University Press.
[7] Nation I.S.P. 2006. How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1): 59-82.
[8] Sonbul S, Schmitt N. 2013. Explicit and implicit lexical knowledge: acquisition of collocations under different input conditions. Language Leaning, 63(1): 121-159.
[9] Webb S, Rodgers MPH. 2009a. Vocabulary demands of television programs. Language Learning, 59(2): 335-366.
[10] Webb S, Newton J, Chang ACS. 2013. Incidental learning of collocation. Language Learning, 63(1): 91-120.
[11] Webb S, Nation I.S.P. 2017. How vocabulary is learned. Conditions Contributing to Vocabulary Learning, 65-67.
[12] Webb S, Nation I.S.P. 2008. Evaluating the vocabulary load of written text. TESOLANZ Journal, 16:1-10.
Copyright © 2024 Beini HE
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License