Development of an English Bible Corpus-based Word List for Language Learners

Cogito ◽  
2021 ◽  
Vol 95 ◽  
pp. 237-260
Author(s):  
Mi-young Kim
Keyword(s):  
Language Learners ◽  
Word List

Using lexical indices to predict produced and not produced words in second language learners

2010 ◽  
Vol 5 (1) ◽  
pp. 115-147 ◽  
Author(s):  
Scott Crossley ◽  
Tom Salsbury
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Word List ◽  
Word Production ◽  
Word Knowledge ◽  
Lexical Knowledge ◽  
Data Set ◽  
Discriminant Function Analyses

The paper explores how linguistic indices related to lexical networks and psycholinguistic models of lexical knowledge can be used to predict produced and not produced words in second language (L2) speakers. Two hypotheses are tested in this study. The first addresses how lexical properties thought to be important in word knowledge interrelate with word production. The second addresses which lexical properties are most predictive of word production. To test these hypotheses, a set of 45 frequent nouns and verbs produced by L2 learners were collected. A comparison word list of 45 frequent nouns and verbs produced by native speakers, but not found in the L2 data set were also collected. Polysemy and hypernymy values from the WordNet database along with word meaningfulness, concreteness, familiarity, and imagability values from the MRC Psycholinguistic Database and frequency values from SUBTLEXus were collected for each word. ANOVA analyses of variance and discriminant function analyses were conducted for each data set to examine which lexical indices discriminated between produced and not produced words and how these indices interrelated. The results of the noun analysis indicate that produced nouns are more frequent, more meaningful, and more familiar than not produced nouns. Results from the verb analysis show that produced verbs are more frequent, more meaningful, less specific, and more familiar than not produced verbs. These findings provide evidence for the importance of word properties in lexical production.

scholarly journals A Corpus-Based Evaluation on Two Different English for Nursing Purposes (ENP) Course Books

2017 ◽  
Vol 8 (2) ◽  
pp. 196
Author(s):  
Alif Fairus Nor Mohamad ◽  
Sharifah Nor Puteh
Keyword(s):  
Nursing Education ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Word List ◽  
Vocabulary Knowledge ◽  
Discourse Communities ◽  
Computer Text ◽  
General Service

It is difficult for most of the second language learners in Malaysia to function proficiently in English language due to limited vocabulary knowledge. It has also been challenging for TESL graduates to fit in as ENP teachers due to the lack of specialized vocabulary knowledge in nursing field.  Thus, a course books has always been a highly dependable aid in facilitating the teaching and learning in an ENP classroom. The objective of this research is to identify the possible pedagogical aspects of two ENP commercial course books (Oxford English for Careers Nursing 1” (OEFCN1) written by Tony Grice and “Nursing Your English Second Edition” (NYE) by Siti Salina Salim and Mazura Mastura Muhammad) in socializing learners into their discourse communities. The present research looks at the extent of vocabulary coverage in comparison with General Service List (GSL), Academic Word List (AWL), Nursing Education Word List (NEWL) and the 2,000 most frequent nursing words.  These course books were photocopied, scanned and converted into computer text files before they were analyzed using WordSmith 4.0 as it is able to provide elemental knowledge on the vocabulary coverage in both course books.  The results indicated that both books showed significant result in terms of their coverage based on the three word lists. On the other hand, it is proven that the 2000 most frequent nursing words wordlist is not able to cover as much tokens as compared to GSL, AWL and NEWL combined.

scholarly journals A Hard Science Spoken Word List

2018 ◽  
Vol 169 (1) ◽  
pp. 44-71 ◽  
Author(s):  
Thi Ngoc Yen Dang
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Word List ◽  
Spoken Word ◽  
Hard Science ◽  
Word Families

Abstract A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly reflects the language in hard science academic speech. The comparison between the HSWL with Dang, Coxhead, and Webb’s (2017) Academic Spoken Word List shows that the HSWL focuses more on specialized vocabulary in hard science speech. Depending on their vocabulary levels, learners may achieve 93%–96% coverage of hard science academic speech with knowledge of the HSWL words.

scholarly journals An English Cover Letter Essential Wordlist for Second Language Learners

2019 ◽  
Vol 43 (1) ◽  
pp. 3
Author(s):  
MacPaul Hirata
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Word List ◽  
Cover Letter ◽  
Application Process ◽  
Lexical Frequency ◽  
Writing Ability ◽  
Frequency Profile ◽  
Job Application

Writing a cover letter is an essential part of the job application process. To find ways to improve second language learners’ cover letter writing ability, this author examined cover letters to create a list of words that are essential for writing English cover letters. A Cover Letter Essential Word List (CLEWL) of 347 words was created from a corpus of 400 cover letters. The CLEWL was analyzed in terms of its make-up, lexical coverage, and lexical frequency profile. This study presents those findings, as well as suggestions for teaching words from the CLEWL. カバーレターを書くことは就職活動に不可欠な部分である。本論では第2言語学習者のカバーレター作成能力を向上させる方法を見つけるために、英語のカバーレターの文例を調査し、カバーレターを書く上で不可欠な単語リストを作成した。400枚のカバーレターのコーパスから、カバーレターの必須単語リスト（CLEWL）347語を作成し、それを構成、語彙の範囲、および語彙頻度プロファイルの観点から分析した。 本論ではその調査結果について述べ、CLEWLの単語を教える方法を提案する。

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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