scholarly journals Word frequency, Range and Lexical diversity: Picking out Changes in Lexical Proficiency among University Learners in an EFL Context

2021 ◽  
Vol 2 (2) ◽  
pp. 22-38
Author(s):  
Brahim Ait Hammou ◽  
Mohammed Larouz ◽  
Mustapha Fagroud
Keyword(s):  
Word Frequency ◽  
Frequency Of Occurrence ◽  
Frequency Range ◽  
Valuable Contribution ◽  
Lexical Knowledge ◽  
Lexical Diversity ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Efl Context

While frequency of occurrence and lexical diversity are common measures of lexical proficiency, very few studies have examined range along with these two other lexical indices, especially in EFL contexts. Using a sample of 529 undergraduate EFL learners’ essays, the present study examined the development of three indices of lexical proficiency (word frequency, range and lexical diversity) across 3 different proficiency levels. No similar study has been conducted so far in the Moroccan context, which makes this study a valuable contribution to a better understanding of university learners’ productive lexical knowledge. Unexpectedly, although frequency is an established measure which can successfully show differences in learners’ proficiency, the results of this study indicate that at the productive level, the range of content words and lexical diversity might better reflect differences among learners of different proficiency levels. While word frequency was stable among the three groups, indices of range and lexical diversity reflected better lexical knowledge in higher proficiency levels. We concluded that in EFL contexts, range and diversity might be better measures of proficiency. This suggests that there should be more focus on developing these two aspects in EFL classes.

Interlanguage Talk

2012 ◽  
pp. 425-437 ◽  
Author(s):  
Scott A. Crossley ◽  
Danielle S. McNamara
Keyword(s):  
Word Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Computational Tool ◽  
Lexical Knowledge ◽  
Lexical Frequency ◽  
Lexical Diversity ◽  
Comprehensible Input ◽  
Developmental Role

This study investigates the production of and exposure to lexical features when non-native speakers (NNS) converse with each other (NNS-NNS) engaging in interlanguage talk, as compared to when they engage in naturalistic speech with a native speaker (NS). The authors focus on lexical features that are associated with breadth of lexical knowledge including lexical diversity and lexical frequency. Spoken corpora from three types of dyads (NS-NNS, NNS-NS, NNS-NNS) are analyzed using the computational tool, Coh-Metrix. The results indicate that NNSs produce language with significantly greater lexical diversity and higher word frequency (i.e., more common words) when speaking to another NNS than when speaking to a NS. Hence, there is greater breadth of lexical knowledge apparent within interlanguage dyads (i.e., NNS-NNS) than within NNS-NS dyads in the variety of words produced, but not the frequency of the words. There were no significant differences in NNS exposure to breadth of lexical knowledge features as a function of whether the speaker was a NS or NNS. Hence, NNSs were exposed to similar levels of lexically comprehensible input regardless of interlocutor. These findings have important implications for the developmental role of interlanguage talk in reference to lexical production and exposure.

How well do learners know derived words in a second language?

2021 ◽  
Author(s):  
Batia Laufer ◽  
Stuart Webb ◽  
Su Kyung Kim ◽  
Beverley Yohanan
Keyword(s):  
Second Language ◽  
Word Frequency ◽  
Low Frequency ◽  
Base Word ◽  
Vocabulary Size ◽  
Advanced Learners ◽  
Efl Learners ◽  
Frequency Effects ◽  
Proficiency Levels ◽  
Custom Made

Abstract The study investigates derivational knowledge of second language (L2) learners as a function of four variables: learner proficiency, word family frequency, derived word frequency, and affix type as suggested by two affix difficulty hierarchies. Seventy-nine EFL learners at two proficiency levels received two tests, the VST – Vocabulary Size Test (Nation & Beglar, 2007) and a custom-made ‘Derivatives Test’, which included derived forms of VST base words. We performed the following within-participant comparisons: knowledge of base words and knowledge of their derived forms, knowledge of high-, medium-, and low-frequency derived forms, and knowledge of derivatives at different affix difficulty levels. Knowledge of basewords and their derivatives was statistically equivalent for advanced learners. However, a difference was found between the categories for less advanced learners. The findings also revealed learner proficiency and base word frequency effects, partial support for the two affix difficulty hierarchies, and no support for the effect of derivative frequency.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

scholarly journals A Bilingual Vocabulary Size Test of English for Vietnamese Learners

2020 ◽  
Author(s):  
T Nguyen ◽  
Paul Nation
Keyword(s):  
Word Frequency ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Proficiency Levels ◽  
Vocabulary Growth ◽  
Development And Validation ◽  
Test Result

This article describes the development and validation of a Vietnamese bilingual version of the Vocabulary Size Test - a test which measures written receptive vocabulary size. The test can be used to measure the English vocabulary size of Vietnamese learners of English. A learner's total vocabulary size is calculated by multiplying their test result by 100. The research adds to our knowledge of vocabulary size testing in the following ways. First, it shows that a bilingual version of a monolingual test performs in much the same way as the monolingual test, distinguishing learners of different proficiency levels and returning lower scores at later levels of the test. Second, it shows that every level of the test should be sat, otherwise there will be a considerable underestimation of learners' vocabulary sizes. This suggests limitations to the previously accepted assumption that learners' vocabulary growth can be largely related to word frequency. Third, it shows that bilingual tests are feasible alternatives to more challenging and time-consuming monolingual tests. © The Author(s) 2011.

scholarly journals Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge

2019 ◽  
pp. 2179-2194
Author(s):  
Feng Teng
Keyword(s):  
Teaching Practice ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Low Frequency ◽  
Computer Assisted ◽  
Lexical Knowledge ◽  
New Era ◽  
Efl Learners ◽  
Building Technology ◽  
Vocabulary Building

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).

scholarly journals Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels

2020 ◽  
Vol 7 (1) ◽  
pp. 1727129
Author(s):  
Amir Reza Asiyaban ◽  
Mortaza Yamini ◽  
Mohammad-Sadegh Bagheri ◽  
Lotfollah Yarmohammadi
Keyword(s):  
Explicit Knowledge ◽  
Efl Learners ◽  
Proficiency Levels

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

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