scholarly journals The Correlation between High-frequency Vocabulary Size and College English Test-band-four Scores

2018 ◽  
Author(s):  
Huaqing He ◽  
Lijuan Yan
Keyword(s):  
High Frequency ◽  
Vocabulary Size ◽  
College English

scholarly journals Application of Neural Network Algorithm Based on Principal Component Image Analysis in Band Expansion of College English Listening

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Cailing Hao
Keyword(s):  
Neural Network ◽  
Principal Component Analysis ◽  
Image Analysis ◽  
Frequency Band ◽  
High Frequency ◽  
Principal Component ◽  
Speech Signals ◽  
College English ◽  
Neural Network Algorithm ◽  
Component Image

With the development of information technology, band expansion technology is gradually applied to college English listening teaching. This technology aims to recover broadband speech signals from narrowband speech signals with a limited frequency band. However, due to the limitations of current voice equipment and channel conditions, the existing voice band expansion technology often ignores the high-frequency and low-frequency correlation of the audio, resulting in excessive smoothing of the recovered high-frequency spectrum, too dull subjective hearing, and insufficient expression ability. In order to solve this problem, a neural network model PCA-NN (principal components analysis-neural network) based on principal component image analysis is proposed. Based on the nonlinear characteristics of the audio image signal, the model reduces the dimension of high-dimensional data and realizes the effective recovery of the high-frequency detailed spectrum of audio signal in phase space. The results show that the PCA-NN, i.e., neural network based on principal component analysis, is superior to other audio expansion algorithms in subjective and objective evaluation; in log spectrum distortion evaluation, PCA-NN algorithm obtains smaller LSD. Compared with EHBE, Le, and La, the average LSD decreased by 2.286 dB, 0.51 dB, and 0.15 dB, respectively. The above results show that in the image frequency band expansion of college English listening, the neural network algorithm based on principal component analysis (PCA-NN) can obtain better high-frequency reconstruction accuracy and effectively improve the audio quality.

scholarly journals Vocabulary size and use: Lexical richness in L2 written production

2020 ◽  
Author(s):  
B Laufer ◽  
Paul Nation
Keyword(s):  
High Frequency ◽  
Close Correspondence ◽  
Vocabulary Size ◽  
Reliable Measure ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Oxford University ◽  
Lexical Richness ◽  
Vocabulary Growth ◽  
General Service

This article shows that if there is some control over genre then there will be a close correspondence between the vocabulary size of intermediate learners as reflected in their writing and a more direct measure of vocabulary size The study proposes a new measure of lexical richness, the Lexical Frequency Profile, which looks at the proportion of high frequency general service and academic words in learners' writing The study shows that it is possible to obtain a reliable measure of lexical richness which is stable across two pieces of writing by the same learners It also discriminates between learners of different proficiency levels For learners of English as a second language, the Lexical Frequency Profile is seen as being a measure of how vocabulary size is reflected in use In this study, it was found that the Lexical Frequency Profile correlates well with an independent measure of vocabulary size This reliable and valid measure of lexical richness in writing will be useful for determining the factors that affect judgements of quality in writing and will be useful for examining how vocabulary growth is related to vocabulary use. © 1995 Oxford University Press.

scholarly journals Vocabulary size and use: Lexical richness in L2 written production

2020 ◽  
Author(s):  
B Laufer ◽  
Paul Nation
Keyword(s):  
High Frequency ◽  
Close Correspondence ◽  
Vocabulary Size ◽  
Reliable Measure ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Oxford University ◽  
Lexical Richness ◽  
Vocabulary Growth ◽  
General Service

This article shows that if there is some control over genre then there will be a close correspondence between the vocabulary size of intermediate learners as reflected in their writing and a more direct measure of vocabulary size The study proposes a new measure of lexical richness, the Lexical Frequency Profile, which looks at the proportion of high frequency general service and academic words in learners' writing The study shows that it is possible to obtain a reliable measure of lexical richness which is stable across two pieces of writing by the same learners It also discriminates between learners of different proficiency levels For learners of English as a second language, the Lexical Frequency Profile is seen as being a measure of how vocabulary size is reflected in use In this study, it was found that the Lexical Frequency Profile correlates well with an independent measure of vocabulary size This reliable and valid measure of lexical richness in writing will be useful for determining the factors that affect judgements of quality in writing and will be useful for examining how vocabulary growth is related to vocabulary use. © 1995 Oxford University Press.

Nonword repetition and levels of abstraction in phonological knowledge

2006 ◽  
Vol 27 (4) ◽  
pp. 577-581 ◽  
Author(s):  
Benjamin Munson
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Nonword Repetition ◽  
Chronological Age ◽  
Frequency Effect ◽  
Vocabulary Size ◽  
Levels Of Abstraction ◽  
Opposite Pattern ◽  
The Difference ◽  
Restriction Of Range

Susan Gathercole's Keynote Article (2006) is an impressive summary of the literature on nonword repetition and its relationship to word learning and vocabulary size. When considering research by Mary Beckman, Jan Edwards, and myself, Gathercole speculates that our finding of a stronger relationship between vocabulary measures and repetition accuracy for low-frequency sequences than for high-frequency sequences is due to differences in the range of the two measures. In our work on diphone repetition (e.g., Edwards, Beckman, & Munson, 2004; Munson, Edwards, & Beckman, 2005) we tried to increase the range in our dependent measures by coding errors on a finer grained scale than simple correct/incorrect scoring would allow. Moreover, restriction of range does not appear to be the driving factor in the relationship between vocabulary size and the difference between high- and low-frequency sequence repetition accuracy (what we call the frequency effect) in at least one of our studies (Munson et al., 2005). When the children with the 50 lowest mean accuracy scores for high-frequency sequences were examined, vocabulary size accounted for 10.5% of the variance in the frequency effect beyond what was accounted for by chronological age. When the 50 children with the highest mean accuracy scores for high-frequency sequences were examined (a group in which the range of high-frequency accuracy scores was more compressed, arguably reflecting ceiling effects), an estimate of vocabulary size accounted for only 6.9% of the frequency effect beyond chronological age. The associated β coefficient was significant only at the α<0.08 level. This is the opposite pattern than Gathercole's argument would predict.

EFL Learners’ Knowledge of High-frequency Words in the Comprehension of Idioms: A Boost or a Burden?

RELC Journal ◽  
2018 ◽  
Vol 50 (2) ◽  
pp. 219-234 ◽  
Author(s):  
Jinkyoung Park ◽  
Yuah V. Chon
Keyword(s):  
Middle School ◽  
High Frequency ◽  
Comprehension Strategies ◽  
Effective Strategy ◽  
Test Results ◽  
Single Word ◽  
Vocabulary Size ◽  
Unit Of Analysis ◽  
Efl Learners ◽  
Multiword Expressions

Single word items have usually been the unit of analysis for measuring L2 learners’ vocabulary size, for designing word lists and for estimating word coverage of reading texts. However, what is lost in these estimates is the consideration of multiword expressions, such as idioms. To empirically test the assertion that the knowledge of single word items will not lead to automatic comprehension of multiword items, a two-part test was conducted on 124 Korean middle school learners of English: One was a test on idioms composed of the top 1,000 words in English; the second tested single word items of the exact same words in the idiom test. Results indicated that the learners’ knowledge of idioms was lagging behind that of single word items even when the learners knew most of the words that constituted the idioms. Differences between the learners’ actual comprehension and reported comprehension level also indicated that the learners were overestimating their comprehension of the items. The comprehension strategies used to decode the meaning of idioms also indicated that guessing from context was the most effective strategy. Implications are discussed in the light of learning the idioms.

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.

Herkenning Van Fragmenten Van Gesproken Nederlandse Woorden Door Nederlanders En Niet-Nederlanders.

1981 ◽  
Vol 9 ◽  
pp. 170-182
Author(s):  
P.G.M. Truin
Keyword(s):  
High Frequency ◽  
Language Learner ◽  
Correct Recognition ◽  
Linguistic Knowledge ◽  
Stimulus Information ◽  
Vocabulary Size ◽  
Second Language Learner ◽  
Spoken Words ◽  
Word Onset ◽  
Listening Proficiency

This paper reports an experiment examining the amount of auditory stimulus information needed by native and non-native listeners in order to achieve correct recognition of spoken words. The words used are all polysyllabic and of a high frequency of occurrence. The words were presented in ever-increasing word fragments, the first of each word presenting the word onset, the last presenting the complete word. Variability between twenty native subjects in the number of fragments per word needed for correct recognition was small. Non-native subjects needed systematically more fragments and showed a greater variability. The results suggest that the present method can in principle be used to examine the skill of each second language learner in recognizing spoken words from fragmentary information. Combined with other tests, specifically directed at other aspects of listening proficiency such as vocabulary size, and the efficient use of syntactic, semantic and extra-linguistic knowledge, these tests can be used to spot specific deficiencies in listening proficiency.

The Interaction Between Vocabulary Size and Phonotactic Probability Effects on Children's Production Accuracy and Fluency in Nonword Repetition

2004 ◽  
Vol 47 (2) ◽  
pp. 421-436 ◽  
Author(s):  
Jan Edwards ◽  
Mary E. Beckman ◽  
Benjamin Munson
Keyword(s):  
Phonological Processing ◽  
High Frequency ◽  
Small Body ◽  
Low Frequency ◽  
Phonological Acquisition ◽  
Vocabulary Size ◽  
Phonotactic Probability ◽  
Lower Accuracy ◽  
Frequency Sequence ◽  
Production Accuracy

Adults' performance on a variety of tasks suggests that phonological processing of nonwords is grounded in generalizations about sublexical patterns over all known words. A small body of research suggests that children's phonological acquisition is similarly based on generalizations over the lexicon. To test this account, production accuracy and fluency were examined in nonword repetitions by 104 children and 22 adults. Stimuli were 22 pairs of nonwords, in which one nonword contained a low-frequency or unattested two-phoneme sequence and the other contained a high-frequency sequence. For a subset of these nonword pairs, segment durations were measured. The same sound was produced with a longer duration (less fluently) when it appeared in a low-frequency sequence, as compared to a high-frequency sequence. Low-frequency sequences were also repeated with lower accuracy than high-frequency sequences. Moreover, children with smaller vocabularies showed a larger influence of frequency on accuracy than children with larger vocabularies. Taken together, these results provide support for a model of phonological acquisition in which knowledge of sublexical units emerges from generalizations made over lexical items.

A Corpus-Based Study of College English Coursebooks

2011 ◽  
Vol 204-210 ◽  
pp. 1990-1993
Author(s):  
Yan Hong Liu ◽  
Ze Quan Liu
Keyword(s):  
Comparative Study ◽  
Curriculum Design ◽  
Teaching Practice ◽  
English Teachers ◽  
Qualitative Approach ◽  
Vocabulary Size ◽  
Evaluation Theory ◽  
College English ◽  
Text Readability ◽  
The Comparative Study

This study aims to create a college English coursebook corpus of coursebooks widely used in universities in China to form the basis of an analysis. The comparative study based on Cunningsworth [1] coursebook evaluation theory, in view of several checklist items and the adoption of quantitative and qualitative approach, involves: vocabulary size, the coverage of vocabulary and collocations and the readability of texts. The statistics of evaluation show that there is a gap between requirements and coursebooks. It is hoped that the indices examined in this study would be of some help for English teachers to take vocabulary and collocation size and text readability into account in teaching practice and possibly for administrators to adjust curriculum design and for editors or publishers to revise existing coursebooks.

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. 

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