scholarly journals Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

2020 ◽  
Vol 14 (2) ◽  
pp. 143-149
Author(s):  
Fenty Lidya Siregar
Keyword(s):  
High Frequency ◽  
Empirical Investigation ◽  
Private Universities ◽  
English For Academic Purposes ◽  
Vocabulary Size ◽  
Word Families ◽  
Research Findings ◽  
The Mean ◽  
Previous Learning ◽  
High Frequency Words

The research aimed to know to what extent Indonesian English for Academic Purposes (EAP) students master high and midfrequency words (4.000-5.000). Besides, it aimed to know the vocabulary size of Indonesian EAP students. To fill the gap, the research examined 128 Indonesian EAP students from two private universities in Indonesia. To gather its data, the research employed the Vocabulary Level Test of Webb, Sasao, & Ballance, and the Vocabulary Size Test of Nation and Beglar. The research findings indicate that the participants have not yet mastered the high-frequency words and the mid frequency words from 4.000-5.000 word-families. The finding also reveals that the mean scores of the students’ vocabulary range between 6.000 and 10.000. It implies that the previous learning of the participants has not yet facilitated them to learn important vocabulary from 1.000 to 5.000 word-families. Thus, although they have a big vocabulary size, they might face problems when trying to understand some texts. The research findings are expected to increase English teachers’ awareness in general and EAP teachers’ awareness specifically of the importance of facilitating their students to learn high-frequency words. 

scholarly journals A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks

2021 ◽  
Author(s):  
Shusaku Nakayama
Keyword(s):  
High School Students ◽  
High Frequency ◽  
Native Speakers ◽  
Language Teachers ◽  
Vocabulary Size ◽  
School Students ◽  
Classroom Activities ◽  
Additional Input ◽  
Research Findings ◽  
High Frequency Words

Abstract This research evaluates vocabulary taught in government-approved Japanese EFL textbooks intended for senior high school students in two different ways: by calculating the proportion of high-frequency words in textbooks and by calculating how many types of core high-frequency words are taught in textbooks. To this end, vocabulary words in textbooks are compared to those in the New General Service List (NGSL), which consists of the top 2,801 high-frequency words in general English. Results show that textbooks are largely made up of words in the NGSL at a statistically significant level with larger than 92% lexical coverage; however, textbooks do not sufficiently cover words in the NGSL at a statistically significant level with up to 38%. Overall, research findings indicate that vocabulary words textbooks provide may be what learners frequently come across in the real world, but those words cannot suffice in order for learners to read English texts intended for native speakers. Therefore, language teachers need to give learners additional input of core words through homework or classroom activities to widen their vocabulary size.

scholarly journals A reassessment of frequency and vocabulary size in L2 vocabulary teaching

2012 ◽  
Vol 47 (4) ◽  
pp. 484-503 ◽  
Author(s):  
Norbert Schmitt ◽  
Diane Schmitt
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Lexical Resources ◽  
Vocabulary Size ◽  
Authentic Texts ◽  
Word Families ◽  
Wide Range ◽  
English Usage ◽  
Graded Readers ◽  
L2 Vocabulary

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), we argue that high-frequency English vocabulary should include the most frequent 3,000 word families. We also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8–9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts (Nation 2006). We label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. We illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary.

scholarly journals The Relationship between Learner Motivation and Vocabulary Size: The Case of Iraqi EFL Classrooms

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammed Khaleel Khudhur ALBODAKH ◽  
Emrah Cinkara
Keyword(s):  
Foreign Language ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Extrinsic Motivation ◽  
Foreign Language Learning ◽  
Vocabulary Size ◽  
Learner Motivation ◽  
Word Families ◽  
The Mean ◽  
The Relationship

This study investigates the relationship between learner motivation and vocabulary size in English as foreign language (EFL) classrooms at Duhok University. The participants included 100 students (55 male, 45 female). All participants were pursuing their third years of study in an English department. Two instruments were employed: questionnaires regarding Motivation for Foreign Language Learning (MFLL) and Vocabulary Size Test (VST). The primary goal of this study is to determine which factors of motivation profoundly affect the foreign language learning processes of Iraqi EFL students and to what extent they should develop their depth and breadth English vocabularies in order to sufficiently acquire the language and elaborate the importance of both components in language acquisition. Findings showed that female students experienced both types of motivation, with the mean score of extrinsic motivation being 29.91, and that for intrinsic motivation being 31.20, while the mean score of male students was 27.10 for extrinsic motivation and 28.00 for intrinsic motivation. The VST ranged from 1,000 to 14,000 word-families, and the vocabulary size of both groups was over 6,000 word-families. Correlation analysis was conducted to determine the relationship between learner motivation and vocabulary size. For both groups, the results indicated no relationship between these two aspects of students' foreign language leaning. To investigate the difference between MFLL and VST, an independent samples t-test was utilized and no difference was found to exist between the vocabularies of both groups.

scholarly journals Estimating the Reading Vocabulary-Size Goal Required for the Tokyo University Entrance Examination

2013 ◽  
Vol 37 (4) ◽  
pp. 40
Author(s):  
Masaya Kaneko
Keyword(s):  
Word List ◽  
Entrance Examination ◽  
Vocabulary Size ◽  
Word Families ◽  
Proper Nouns ◽  
Reading Vocabulary ◽  
Research Findings ◽  
General Service ◽  
Size Target ◽  
University Entrance Examination

The present study aims to estimate the reading vocabulary-size goal for the Tokyo University entrance examination. This study builds upon Chujo’s study (2004) with two differences in its methodology. First, the present study uses updated research findings on text coverage: 98% text coverage (Hu & Nation, 2000; Laufer & Ravenhorst-Kalovski, 2010; Schmitt, Jiang, & Grabe, 2011) rather than 95% text coverage. Second, Nation’s fourteen 1,000 word-family lists made from the British National Corpus (2006) and the 2,570 word items on the General Service List (West, 1953) and the Academic Word List (Coxhead, 2000) are used instead of Chujo’s BNC lemmatized high frequency word lists (Chujo, 2004). Assuming that proper nouns are easily understood from context, the results suggest that 4,000 to 5,000 word families should be the lexical size target. 本論の目的は、東京大学英語入学試験問題の読解に必要な語彙サイズを調査することである。本研究はChujo（2004）の研究を発展させたものだが、読解に必要な語彙のカバー率を95％ではなく98％とし、また、見出し語化された使用頻度が高い語彙リストではなく、NationのBNCリストやGeneral Service List, Academic Word List上にあるワードファミリーを用いた語彙リストを採択したという2つの相違点がある。読解問題の固有名詞が文脈から容易に理解できると仮定するならば、東京大学英語入学試験問題の読解には、4,000から5,000ワードファミリーが必要であるということを本研究の結果が示唆している。

Experience Matters

2020 ◽  
Vol 228 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Pedro S. Mendes ◽  
Karlos Luna ◽  
Pedro B. Albuquerque
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Recall Test ◽  
Judgments Of Learning ◽  
Direct Experience ◽  
Frequency Effects ◽  
Actual Frequency ◽  
Actual Word ◽  
High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

Making High Frequency Words Harder to Read

1992 ◽  
Author(s):  
Patrick Brown ◽  
Lucia Colombo ◽  
Stephen J. Lupker
Keyword(s):  
High Frequency ◽  
High Frequency Words

scholarly journals Crisis Management in Higher Education in the Time of Covid-19: The Case of Actor Training

2021 ◽  
Vol 11 (3) ◽  
pp. 132
Author(s):  
Anna McNamara
Keyword(s):  
Higher Education ◽  
Crisis Management ◽  
High Frequency ◽  
High Reliability ◽  
Actor Training ◽  
Management Actions ◽  
The Usa ◽  
The Uk ◽  
The Impact ◽  
High Frequency Words

The impact of Covid-19 placed Higher Education leadership in a state of crisis management, where decision making had to be swift and impactful. This research draws on ethea of mindfulness, actor training techniques, referencing high-reliability organisations (HRO). Interviews conducted by the author with three leaders of actor training conservatoires in Higher Education institutions in Australia, the UK and the USA reflect on crisis management actions taken in response to the impact of Covid-19 on their sector, from which high-frequency words are identified and grouped thematically. Reflecting on these high-frequency words and the thematic grouping, a model of mindful leadership is proposed as a positive tool that may enable those in leadership to recognise and respond efficiently to wider structural frailties within Higher Education, with reference to the capacity of leaders to operate with increased mindfulness, enabling a more resilient organisation that unlocks the locus of control.

A Longitudinal Study of the Effects of Word Frequency and Rime-Neighborhood Size on Beginning Readers' Rime Reading Accuracy in Words and Nonwords

2002 ◽  
Vol 34 (1) ◽  
pp. 39-58 ◽  
Author(s):  
J. Anne Calhoon ◽  
Lauren Leslie
Keyword(s):  
Longitudinal Study ◽  
Word Frequency ◽  
Word Learning ◽  
High Frequency ◽  
Low Frequency ◽  
Beginning Readers ◽  
Developmental Model ◽  
Neighborhood Size ◽  
Reading Accuracy ◽  
High Frequency Words

Beginning readers' rime reading accuracy was assessed over three years to examine the influence of word frequency and rime-neighborhood size (the number of single syllable words with the same rime) on words presented in lists and stories. Twenty-seven 1st- and 2nd- grade students read 54 words and 27 nonwords containing rimes from different size neighborhoods. In Year 1, children showed effects of neighborhood size in high frequency words read in stories and in low frequency words read in lists and stories. In Year 2, rimes from large neighborhoods were read more accurately than rimes from medium and small neighborhoods in high- and low-frequency words. In Year 3, no effects of rime-neighborhood size were found for high-frequency words, but effects on low-frequency words continued. These results support Leslie and Calhoon's (1995) developmental model of the effects of rime-neighborhood size and word frequency as a function of higher levels of word learning.

Skin friction and surface temperature of an insulated flat plate fixed in a fluctuating stream

1971 ◽  
Vol 46 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Hiroshi Ishigaki
Keyword(s):  
Boundary Layer ◽  
Surface Temperature ◽  
Flat Plate ◽  
Skin Friction ◽  
High Frequency ◽  
Energy Equation ◽  
Oscillation Amplitude ◽  
Flow Oscillation ◽  
Velocity Amplitude ◽  
The Mean

The time-mean skin friction of the laminar boundary layer on a flat plate which is fixed at zero incidence in a fluctuating stream is investigated analytically. Flow oscillation amplitude outside the boundary layer is assumed constant along the surface. First, the small velocity-amplitude case is treated, and approximate formulae are obtained in the extreme cases when the frequency is low and high. Next, the finite velocity-amplitude case is treated under the condition of high frequency, and it is found that the formula obtained for the small-amplitude and high-frequency case is also valid. These results show that the increase of the mean skin friction reduces with frequency and is ultimately inversely proportional to the square of frequency.The corresponding energy equation is also studied simultaneously under the condition of zero heat transfer between the fluid and the surface. It is confirmed that the time-mean surface temperature increases with frequency and tends to be proportional to the square root of frequency. Moreover, it is shown that the timemean recovery factor can be several times as large as that without flow oscillation.

The Paraphilias: A Multiplicity of Deviant Behaviours*

1992 ◽  
Vol 37 (2) ◽  
pp. 104-108 ◽  
Author(s):  
John M.W. Bradford ◽  
J. Boulet ◽  
A. Pawlak
Keyword(s):  
High Frequency ◽  
True Nature ◽  
The Mean

The DSM-II and DSM-III both allow for multiple diagnoses. The DSM-III acknowledges that a patient may have multiple paraphilias but the true nature and extent of the multiplicity has only been documented recently. In order to study the degree of crossover between the various paraphiliac acts, a study of men who admitted to at least one paraphilia was conducted. A proportional index of multiple deviation was obtained. In addition, the mean number of admitted sexually deviant incidents per paraphilic category was computed as an estimate of the extent of deviant acts committed by this population. The results indicated that paraphiliacs tend to have multiple types of sexual aberrations as well as a high frequency of deviant acts per individual.

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