scholarly journals Examining the Word Family through Word Lists

2018 ◽  
Vol 7 (1) ◽  
pp. 51-65
Author(s):  
Dale Brown

The choice of lexical unit has important consequences for L2 vocabulary research, testing and instruction. In recent years, the most widely used lexical unit has been the word family. This study examines the characteristics of word lists based on the word family and explores the levels of text coverage such lists may provide should the assumption that learners can deal with word families be incorrect. This is pursued through the detailed examination of a set of word-family-based word lists. The study finds that such word lists pose a number of challenges, including the number of word forms with multiple affixes, the number of word forms with more challenging affixes, and the number of word families in which the base word is not the most frequently occurring member. Moreover, the first thousand word families in particular are shown to be challenging. The study then demonstrates that if learners are unable to deal with the complexity of word families, even to a relatively small degree, word-family-based lists may provide far lower text coverage levels than may be assumed. It concludes that in work on second language vocabulary, careful consideration is needed of the appropriacy of the word family as the lexical unit and highlights the range of work based on the word family that may need reevaluating.

2021 ◽  
Vol 43 (5) ◽  
pp. 941-949 ◽  
Author(s):  
Stuart Webb

AbstractRecently there has been some debate about the appropriacy of different lexical units in pedagogy and research (e.g., Brown et al., 2020; Dang & Webb, 2016a; Kremmel, 2016; Laufer & Cobb, 2020; McLean, 2018; Nation, 2016; Nation & Webb, 2011; Vilkaitė-Lozdienė & Schmitt, 2020). The lexical unit (word types, lemmas, flemmas, word families) needs to be considered when developing wordlists, vocabulary tests, and vocabulary learning programs. It is also central to the lexical profiles of text and corpora, which indicate the vocabulary learning targets associated with understanding different types of discourse. Perhaps most importantly, the lexical unit of words found in vocabulary learning resources such as word lists and tests may affect their pedagogical value. The aim of this article is to highlight aspects of research and pedagogy that are affected by lexical units and describe issues that should be considered when operationalizing words in studies of vocabulary and learning resources.


Author(s):  
Natalia I. Danilina ◽  

Тhe article aims to identify and compare the specific cognitive potential of prototypical verbs dicere, loqui, fari in the Latin language of the classical period, to determine its origins. Objects of analysis are semantic variants of the verbs and their derivatives. The research methods include semantic, cognitive, etymological analysis. The cognitive potential of a word family is determined by the etymological semantics of the base word. In the dicere word family, the semantics of speaking is secondary and develops in interaction with the etymological meaning ‘to show’. In some of the subfamilies, this meaning is implemented exclusively; members of these subfamilies represent social realities of the legal sphere. In the word family, there are many derivatives with mental or voluntary components of semantics dominating. The loqui word family stems from the base with the meaning ‘to make a sound’. It is dominated by derivatives with the meaning of speaking, speech is primarily revealed as a means of interpersonal contact. The etymological semantics of the verb fari combines the semantics of speaking with the idea of transpersonal nature of speech. As a result, some derivatives characterize speech as a process, others are concentrated in the cognitive sphere of the cult. The former direction is supported by secondary cognitive spheres associated with the unofficial use of speech (‘Rumor’, ‘Folklore’), the latter direction generates secondary cognitive spheres in which speech is interpreted as a means of communication between a person and higher powers (‘Fate’) or the state (‘Law’). The word families in question have areas of cognitive intersection: ‘Eloquence’ in loqui and fari (actualization of the semantics of speaking), ‘Speech as a means of regulating social relations’ in dicere and fari (actualization of voluntary components of semantics and the idea of transpersonal nature of speech).


2013 ◽  
Vol 36 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Hilde van Zeeland

The vast majority of second language (L2) vocabulary research focuses on learners’ knowledge of isolated word forms. However, it is unclear to what extent this knowledge can be used as an indicator of knowledge in context (i.e. reading and listening). This study aims to shed light on this issue by comparing ESL learners’ knowledge of the meaning of isolated words (‘decontextual knowledge’) with their knowledge of the same words in both reading and listening (‘contextual knowledge’). Decontextual knowledge was measured in a free recall interview. Contextual knowledge was measured through a task in which participants paraphrased sentences containing the target items from both a written and spoken narrative. Results showed that learners’ decontextual and contextual knowledge agreed in 65% of the cases. This indicates a considerable gap between the two, and emphasises that scores on decontextualised vocabulary test should not be used as predictors of learners’ vocabulary knowledge in context. In addition, learners demonstrated significantly better knowledge of word meaning in the reading than listening mode, which may be due to processing difficulties in listening as well as better inferencing opportunities in reading. Two additional factors found to affect both decontextual and contextual knowledge are word frequency and learners’ vocabulary size.


2012 ◽  
Vol 47 (4) ◽  
pp. 484-503 ◽  
Author(s):  
Norbert Schmitt ◽  
Diane Schmitt

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.


2021 ◽  
Author(s):  
◽  
Lyndon Keith McEwing

<p>This thesis looks at the relationship of dance to the music with which it is performed, and how consideration of the dance component in the music, whether literal or implied, can influence and even inspire a musical performance today. As a contemporary point of reference, the introduction briefly describes Douglas Lilburn's Chaconne (1946) for piano, and the composer's inspiration of walking the west coast of New Zealand's South Island. After describing the history of the chaconne - its Spanish introduction to Europe as a peasant dance, to Italy and the commedia dell'arte, to France where it was adopted by the court, and then the rest of Europe - chapter one discusses the general inter-relationship of dance and music. The arts of dance and music were considered equal in Europe prior to the eighteenth century. Continuing with defining the term "dance music," the chapter then considers other Baroque dance-types, illustrating how the chaconne is representative of the genre. It further defines the chaconne as describing a journey, thus providing a basis for a comparison of chaconnes written through the centuries and around the world. The chaconne's role, and dance generally, in the theatre of the seventeenth and eighteenth centuries is discussed in chapter two. The fifteen extant Baroque dances for which notations are available are discussed in chapter three, with four of them being analysed in detail using seventeenth-century rhetorical theories of Bary and Lamy, as defined and applied in twentieth-century analyses of Baroque dance by Ranum, Maher, and Schwartz. Three chaconne dances for the commedia dell'arte character, Harlequin are also discussed. Chapter four looks at the music of the chaconne, analyses the corresponding music for the four dances studied in chapter three, and then considers the interaction between these dance and music examples. Chapter five concludes with a discussion of modern performance practices for dance and music, and the current contrasting trends of careful consideration being given to performance of Baroque music, but the general lack of equivalent sensitivity to any dance that is deemed "old." A study of two contrasting recordings of Lilburn's Chaconne follows: one dance-spirited, the other with an intellectual approach. A similarly detailed examination of Jose Limon's choreography Chaconne (1942) demonstrates a careful consideration of the music on a par with the Baroque dances discussed. Several appendices are included. After a brief introduction, Beauchamp-Feuillet Notation and How to Read It, fifteen notated Baroque-chaconnes in this notation schema are included, with a brief description preceding each one. This is followed by a selective list of twentieth-century choreographies either titled chaconne or to chaconne music, and selective lists of chaconne music, separated into before and after 1800. In addition to the written thesis, live performance of the noble dance Chacone of Amadis and the grotesque Chacoon for a Harlequin was undertaken as an integral part of the study. A DVD recording of this event is included with this volume.</p>


2017 ◽  
Vol 1 (3) ◽  
pp. 210
Author(s):  
Syarifuddin .

<p>This article is devoted to overviewing several current studies on L2 vocabulary learning, especially those aimed at investigating and exploring the ways in which deliberate vocabulary learning would be best facilitated, and thus would increase learning. It is argued that knowledge of vocabulary is fundamental in all language use, and becomes an essential part to master second language. A large amount of vocabulary is required to use English both receptively and productively: 8000 – 9000 word families needed in order to adequately comprehend a wide range of written discourse (Nation, 2006), and 2000 – 3000 word families required to get sufficient comprehension of spoken discourse (van Zeeland &amp; Schmitt, 2012). Knowing a lexical item entails several aspects of word knowledge i.e., form, meaning, and use, each of which is further comprised of several sub-aspects of word knowledge. In addition, vocabulary learning is incremental in nature. Taken all these into account, there should be a component of deliberate vocabulary learning in language teaching, regardless of the preferred teaching methods being applied. Most importantly, deliberate learning of vocabulary should be intensively focused on lexical items which fall into both the new GSL word list (Brezina &amp; Gablasova, 2015) and the new AWL word list (Coxhead, 2000). Finally, reviewing current studies on L2 vocabulary learning results in several research-based guidelines for deliberate or intentional vocabulary learning which are discussed throughout the rest of this article.</p><p> </p><p><strong>Keywords: </strong><em>vocabulary learning, vocabulary size, word knowledge, high-frequency words, academic words, deliberately-learning-vocabulary guidelines</em><em> <strong></strong></em></p>


Author(s):  
Songshan Zhang ◽  
Hai Xu ◽  
Xian Zhang

Abstract This study reports on the results of a meta-analysis which investigates the effects of dictionary use on second language (L2) vocabulary acquisition, as well as the magnitude of the moderating effect of a number of moderator variables on the effectiveness of dictionary use in improving L2 vocabulary knowledge. A total of 125 effect sizes were gleaned from 44 studies, which represented 87 independent samples and included 3,475 participants. A random-effects model of the meta-analysis shows that the overall effect of dictionary use on L2 vocabulary acquisition is g = 2.10 (p &lt; .01) for within-group studies and g = 1.03 (p &lt; .01) for between-group studies respectively, which are both large in the domain of second language research. Subsequent moderator variable analysis reveals how treatment-related variables (timepoint, dictionary form, dictionary type, target lexical unit, vocabulary knowledge type, learning condition, and research setting), methodological variables (type of experimental design, presence of pretest, and assessment type), as well as learner-related variables (age and proficiency) might contribute to the variation across studies. Implications of the findings are discussed.


2013 ◽  
Vol 7 (2) ◽  
pp. 1-27 ◽  
Author(s):  
Zev Handel

In this paper, a new method of “fuzzy identification” is proposed for circumstances in which an exact match of an epigraphic written word with later attested forms is not possible (for example, because the word has been lost from the language). Based on our increasingly sophisticated understanding of early Chinese morphological patterns and word families, it is sometimes possible to achieve an approximate understanding of pronunciation and meaning in the absence of a precise identification. As an illustration of this approach, I consider the oracle-bone graph as it appears in a famous eclipse inscription. This graph has been identified as 斲 zhuó and 剅 dōu (among others). I argue that any such identification is overly precise. A fuzzy identification, as a member of the word family based on root *tok with meaning ‘cut, chop’, is a more accurate reflection of the state of our knowledge and provides greater insight into the possible pronunciations and range of meaning and function of the word.


2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.


2021 ◽  
Author(s):  
◽  
Lyndon Keith McEwing

<p>This thesis looks at the relationship of dance to the music with which it is performed, and how consideration of the dance component in the music, whether literal or implied, can influence and even inspire a musical performance today. As a contemporary point of reference, the introduction briefly describes Douglas Lilburn's Chaconne (1946) for piano, and the composer's inspiration of walking the west coast of New Zealand's South Island. After describing the history of the chaconne - its Spanish introduction to Europe as a peasant dance, to Italy and the commedia dell'arte, to France where it was adopted by the court, and then the rest of Europe - chapter one discusses the general inter-relationship of dance and music. The arts of dance and music were considered equal in Europe prior to the eighteenth century. Continuing with defining the term "dance music," the chapter then considers other Baroque dance-types, illustrating how the chaconne is representative of the genre. It further defines the chaconne as describing a journey, thus providing a basis for a comparison of chaconnes written through the centuries and around the world. The chaconne's role, and dance generally, in the theatre of the seventeenth and eighteenth centuries is discussed in chapter two. The fifteen extant Baroque dances for which notations are available are discussed in chapter three, with four of them being analysed in detail using seventeenth-century rhetorical theories of Bary and Lamy, as defined and applied in twentieth-century analyses of Baroque dance by Ranum, Maher, and Schwartz. Three chaconne dances for the commedia dell'arte character, Harlequin are also discussed. Chapter four looks at the music of the chaconne, analyses the corresponding music for the four dances studied in chapter three, and then considers the interaction between these dance and music examples. Chapter five concludes with a discussion of modern performance practices for dance and music, and the current contrasting trends of careful consideration being given to performance of Baroque music, but the general lack of equivalent sensitivity to any dance that is deemed "old." A study of two contrasting recordings of Lilburn's Chaconne follows: one dance-spirited, the other with an intellectual approach. A similarly detailed examination of Jose Limon's choreography Chaconne (1942) demonstrates a careful consideration of the music on a par with the Baroque dances discussed. Several appendices are included. After a brief introduction, Beauchamp-Feuillet Notation and How to Read It, fifteen notated Baroque-chaconnes in this notation schema are included, with a brief description preceding each one. This is followed by a selective list of twentieth-century choreographies either titled chaconne or to chaconne music, and selective lists of chaconne music, separated into before and after 1800. In addition to the written thesis, live performance of the noble dance Chacone of Amadis and the grotesque Chacoon for a Harlequin was undertaken as an integral part of the study. A DVD recording of this event is included with this volume.</p>


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