How many high frequency words of English do Japanese university freshmen (original) (raw)

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Abstract

Knowledge of high-frequency vocabulary is essential to language fluency. However, there is more to knowing a word than simply knowing its meaning. Full vocabulary depth knowledge includes not only semantics, but also knowledge of a word's phonology, orthography, collocations, word parts, grammar, constraints on use, concepts and referents, and associations.

Figures (1)

Table 1: Results of the vocabulary depth test Limitations It should be noted that due to time constraints, this study only examined the highest

Table 1: Results of the vocabulary depth test Limitations It should be noted that due to time constraints, this study only examined the highest

Vocabulary Size among Different Levels of University Students

Universal Journal of Educational Research, 2020

This study aimed to analyze the vocabulary size and mastery level of English department students. The present study employed a descriptive-quantitative research design. The subjects of the study were the first, third, and fifth semester students majoring in English language education at Institut Agama Islam Negeri Ponorogo. Three-hundred and nineteen students participating in this study were given the Vocabulary Levels Test (VLT) to measure their English vocabulary size. The findings of the present study reveal that the students only knew about 1,366-word families. The result was still below the threshold, as suggested by the scholars. The findings also show that the participants had a very low mastery level. They did not even master the 2,000 or 3,000 high-frequency word level. It can be concluded that the participants had low vocabulary proficiency. The results of the study suggest that the future research is needed to focus on investigating vocabulary learning and instructional strategies that are effective in developing the students' high-frequency words and academic words.

Does size matter? The relationship between vocabulary breadth and depth

Sophia International Review, 2011

This paper reports on an initial validation of a new productive vocabulary test that measures depth of vocabulary using multiple contextualized examples of sentences. The participants in the study were two intact writing classes, one higher ability, the other lower ability, of L1 (n = 3) and advanced L2-EFL learners (n = 27) in first-and second-year university, comprised of 11 males and 19 females, all with previous experience living and studying in English-speaking, or other foreign-language-speaking environments. The Vocabulary Size Test (Nation & Beglar, 2007) and a new measure of vocabulary depth, the 1K-VDT, described herein, were used to measure vocabulary. Findings revealed that the higher ability group scored significantly higher than the lower ability group on both vocabulary measures. A large correlation between scores from both tests for all learners was also found. Future research is still needed; however, there was evidence that the 1K-VDT may require a threshold of vocabulary size. Implications for EFL learners and teachers are discussed. The role and importance of vocabulary in an L2 setting has been shown to be an important factor related to comprehension (Laufer, 1997). In receptive tasks, Qian (1999) reported that breadth, depth, and reading comprehension were highly correlated; and Staehr (2009) found a positive linear relationship between breadth and listening comprehension. In production tasks, direct correlations were seen between breadth and output for writers (Laufer & Nation, 1995) and speakers (Ovtcharov, Cobb, & Halter, 2006). In settings where entire programs or faculties are offered in an L2, such as the Faculty of Liberal Arts at Sophia University, the importance of a learner's vocabulary knowledge cannot be underestimated. In such settings, Laufer and Yano (2001) highlighted the burden that L2-speakers face-having a smaller vocabulary than L1-peers, and or, a smaller vocabulary than required to read authentic text. In view of the importance of vocabulary, Hunt and Beglar (2005) presented a framework for developing vocabulary in EFL settings which included tasks that developed both vocabulary breadth and depth. Vocabulary breadth refers to the quantity of vocabulary items known by an individual. Knowing an item means more than its knowing its meaning (concepts, referents, associations), but also its form (spelling, pronunciation, word parts) and use (functions, collocations, constraints)

An Investigation into the Use of Frequency Vocabulary Lists in University Intensive English Programs

The use of vocabulary frequency lists in English language teaching and learning has been an area of continued research for roughly the past 170 years. There has been an increased focus on these lists in the last 25 years with a number of new and revised lists being developed, with three in 2013 alone. However, there has been comparatively little focus on how these lists are utilized. In order to cast light on this area, this exploratory study focuses on the extent of the use of these lists in university intensive English programs and shows that there is a substantial belief in the use of these lists, despite a number of limitations, and that they were used by a majority of the programs surveyed. Coxhead‟s Academic Word List was the most used list by far, but a range of lists was used depending upon the individual programs. Summaries of four individual programs and areas for future research are discussed.

A reassessment of frequency and vocabulary size in L2 vocabulary teaching

Language Teaching, 2012

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-frequenc...

Raising and assessing second language vocabulary fluency

Contact, 2017

The centrality of vocabulary knowledge cannot be overstated; it underlies the acquisition success of not only reading and listening skills, but also writing, speaking, and grammar learning (Alderson, 2005; Segalowitz, 2005). Linguists have proposed various definitions of vocabulary knowledge. Qian's (2002) definition has generally been a cited gold standard. According to Qian, vocabulary knowledge consists of four facets: 1. vocabulary size or breadth knowledge that refers to recognition of words, 2. depth knowledge of all features of a word including its semantic, syntactic, phonemic, graphemic, morphemic, collocational and phraseological traits, 3. lexical network of words that are stored, connected and represented in the lexicon, and 4. fluency or speed of retrieval of word forms and their meanings. Vocabulary fluency is the speed or ease with which we can retrieve the meaning of a word that we encounter or with which we can retrieve the form of a word when we have a meaning in mind. Researchers often speak about this in terms of automaticity (Segalowitz & Segalowitz, 1993). Sometimes we find disfluent learners: they may know a lot of words but take a relatively long time to recall their meanings or come up with the word. It's also possible to have a small vocabulary but be very fluent with it. Obviously, for any given speaker, fluency for common words will not be the same as fluency for rare words, so when we think about vocabulary fluency, we typically mean some kind of average fluency for that person, but sometimes fluency for individual words or groups of words is what is meant. For the focus of this article, I will delve into vocabulary fluency in the context of adult second language acquisition. In what follows, I highlight strategies that have been shown to effectively enhance vocabulary fluency development in the second language classroom. I will also discuss the importance of assessing vocabulary fluency in combination with breadth and depth tests to produce a complete assessment of learners' vocabulary development and growth.

Association of High Frequency and Low Frequency Words with Reading Comprehension of Esl Undergraduate’s

2019

Knowing about the language is very aspiring goal. Though, all the vocabulary of language is not acknowledged even by the native presenters. There are several words families that existing in English language. The words in families are allocated according to their frequencies; high frequency words comprise 80% of running words in the text, while low frequency words almost cover 5% in the academic text. The core purpose of this study is to determine the association of high and low frequency words with reading by using (Nation, I.S.P. & Beglar, D, 2007) different levels of test with different TOEFL reading subset, the investigation based on the performance of second language learners. The setting of this study was based on experimental research. The nature of this study is quantitative. The research queries were responded through descriptive statistical analysis. This study took 30 participants for data. The data deals with two type of tests, first one was (Nation, I.S.P. & Beglar, D, 2...

The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge

This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiary-level students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished tests; students read the book for the second time seven days later, and finished tests; finally, retention tests were completed three months later. The findings showed that incidental vocabulary learning through reading was very limited, and this learning was largely based on a high frequency of word occurrence, that is, the higher the frequency level was, the better the learners' word-learning was. The number of times that Chinese EFL learners needed to encounter a word to recognize vocabulary knowledge was 14 times, and at least 18 times were needed for productive vocabulary knowledge. This study shows that attention to building knowledge of known words instead of solely introducing new words should be paid, and that both word exposure frequency and elaborate word processing are important as part of successful vocabulary development.

Strategies of vocabulary learning employed by low-frequency-word level students in international class

Journal on English as a Foreign Language, 2022

The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to ...

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Depth of Vocabulary Knowledge

Depth of vocabulary knowledge refers to how well words are known. Developing vocabulary depth typically involves the accumulation of knowledge through encountering and using words in a variety of different contexts in order to learn the forms, meanings, and uses of words. Knowledge of a word's spelling, pronunciation, derivations and infl ections, meaning senses, semantic associations, collocations, and grammatical functions, and when it may be appropriate or inappropriate to use it are all required to fully know words (Nation, 2001). Vocabulary depth is indicated by the extent to which these aspects of vocabulary knowledge are present, and this in turn signals the extent to which words may or may not be used successfully. The term " depth of knowledge " was introduced as one dimension of vocabulary knowledge by Anderson and Freebody (1981) in contrast to a second dimension, breadth of knowledge. Breadth refers to how many words are known and is typically indicated by scores on tests of vocabulary size, such as the Eurocentres Vocabulary Size Test (Meara & Jones, 1990) and the Vocabulary Size Test (Nation & Beglar, 2007). Breadth is usually determined by the degree to which learners are able to link form to meaning. Being able to link form to meaning is an important step in vocabulary development because it increases the likelihood that words may be understood and used. However, it does not ensure that these words will be understood and used correctly and this is why there is also a need for learners to develop vocabulary depth. Several studies have found positive correlations between depth and breadth of knowledge (Nurweni & Read, 1999; Qian, 1999; Vermeer, 2001). However, in each of these studies there was partial overlap between the constructs measured by the tests making further research warranted. It is important for teachers to consider depth when planning the vocabulary learning component of a course because accumulating the knowledge necessary to understand and use words fl uently may often be a long process. Awareness of how different types of learning may affect vocabulary knowledge can help teachers to design and sequence activities to promote depth. Teachers may also look at depth of knowledge when diagnosing language weaknesses. Measuring depth of knowledge can show us what learners know and do not know about words. For example, unusual word combinations in speech and writing often signal limitations in knowledge of collocation, while an inability to produce different derived forms of a word may indicate a lack of knowledge of word parts. Awareness of vocabulary depth can also help teachers to see how tasks and activities contribute to learning and the need for different types of tasks to be used together to develop richer knowledge of words. It is also essential for researchers to take vocabulary depth into consideration when measuring learning. Measuring learning with a single test of form and meaning may only measure a fraction of what may be known about a word.

High Frequency Words: the Bête Noire ofLexicographers and Learners AUke

dial.academielouvain.be

The highly polysemous and phraseological nature of high frequency words makes them a major stumbling block for both lexicographers and learners. This article seeks to investigate the lexicographic treatment of high frequency words through a detailed study of the verb make in five recent editions of monolingual learners' dictionaries (CALD 2003, COBUILD 2003, LDOCE 2003, MEDAL 2002 and OALD 2000. After a first section devoted to the nature of high frequency words and the difficulties they pose, sections 2 and 3 respectively focus on the semantic and phraseological treatment of the verb make in the five dictionaries. The article is rounded off by a series of suggestions for improvement and a plea for increased learner training in dictionary use.

Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge

System

This article presents empirical evidence aimed at informing approaches to vocabulary development for the purpose of supporting L2 listening comprehension. Inferential statistics were used to analyze the relationship between second language (L2) aural vocabulary knowledge (AVK), L2 listening comprehension and the overall L2 proficiency among 247 tertiary level L2 learners of English. Three frequency based levels of AVK were measured. Measures of level 1 (0e2000 frequency range) and level 2 words (2001e3000 frequency range) tapped AVK of high frequency words, and level 3 words (3001e5000 frequency range) tapped AVK of words just beyond the high frequency range. Listening comprehension was measured with a version of the International English Language Testing System (IELTS). Regression modeling showed that AVK at each of the three levels contributed uniquely to the prediction of L2 listening for the entire cohort. Only measures of level 2 and 3 AVK were uniquely predictive of L2 listening for a relatively high proficiency subgroup, whereas only level 1 AVK offered a unique contribution to the prediction of L2 listening scores for a relatively low proficiency subgroup. Results are interpreted in order to provide a range of pedagogical recommendations.

Online study of frequency list vocabulary with the WordChamp website

The intentional study of vocabulary is an effective way for learners to increase their vocabulary in the target language. Word frequency lists help learners determine the most useful words to study. In order to systematically study vocabulary, learners may first take a test to determine their vocabulary knowledge, then drill the appropriate words. However, to date, classroom teachers and researchers have focused on traditional methods of intentional study, i.e., non-computer. The worldwide web offers numerous ways to help students study systematically by providing various vocabulary level tests, word frequency lists, and opportunities for language learners to study frequency word vocabulary intentionally. A preliminary study checked the effectiveness and viability of WordChamp study in Japanese university English Communication courses, then a follow-up study compared the usefulness of WordChamp drilling with paper study of frequency word vocabulary. Finally, the way each method was viewed by learners, evidenced by an attitudinal survey, was noted.

Stoeckel, T. (2018). High-Frequency and Academic English Vocabulary Growth Among First-Year Students at UNP. Journal of International Studies and Regional Development, 9, 15-30.

The present study reports on assessment of high-frequency and academic English vocabulary prior to university and at the end of each of the first two semesters of study at the University of Niigata Prefecture (UNP) (n = 292). Using a test of the New General Service List (NGSL) to assess comprehension of high-frequency words, about two-thirds of the cohort began university with mastery of test levels 1 and 2 (the most frequent 1,120 modified lemmas) while less than one-third began with mastery of levels 3 through 5 (the next most frequency 1,680 modified lemmas); knowledge of words on the NGSL increased during the year, but problematic deficiencies persisted at all test levels. Using a test of the New Academic Word List (NAWL) to measure knowledge of academic terms, very few students entered university with satisfactory understanding of the words on this list, and there were only small gains during the study period. Considering the importance of high-frequency and common academic vocabulary, the results suggest that many UNP first-year students would benefit from intentional study of unknown words on the NGSL, and almost all would benefit from intentional study of unknown words on the NAWL.

A longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development

Applied Linguistics, 2014

This article reports results of a longitudinal study of vocabulary breadth knowledge growth, vocabulary fluency development, and the relationship between the two. We administered two versions of the Vocabulary Levels Test (VLT; Nation 1983; Nation 1990; Schmitt et al. 2001) to 300 students at a Chinese university at three different time points over 22 months, with an interval of 11 months between each administration. The first version was administered in paper format to estimate participants’ vocabulary breadth knowledge, and the second in computer format to assess their speed of meaning recognition. Results indicate a significant effect of frequency level on the rate of vocabulary breadth knowledge growth and vocabulary fluency development as well as a weak relationship between vocabulary breadth knowledge and vocabulary fluency that is affected by frequency level. Findings also suggest that vocabulary fluency development lags behind vocabulary breadth knowledge growth.

The Impact of L2 Vocabulary Knowledge on Language Fluency

Pertanika journal of social science and humanities, 2022

While there has been ample research on the relationship between vocabulary knowledge (breadth and depth aspects) and speaking proficiency, very little attention has been given to the correlation between the four aspects of L2 lexical knowledge (receptive\productive\ breadth\depth) and L2 speaking ability, and none has focused on the moderation effect of L2 vocabulary fluency in speaking capability. The current research recruited 312 Chinese university students as participants. It used the Structure Equation Model (SEM) to assess the relative effectiveness of the four aspects of L2 lexical knowledge and the predictive power of the overall L2 lexical knowledge in L2 speaking. It also ascertained the moderation effect of L2 vocabulary fluency by using Ping's Single Product Indication Method. Results showed that of the four aspects of L2 vocabulary knowledge, productive vocabulary depth contributed the most to speaking skills. The productive vocabulary breadth ranked second, with receptive vocabulary breadth and depth showing less contribution to speaking proficiency. Regression analyses indicated that overall L2 lexical knowledge explained 47% of the variance in speaking. On the basis of these research findings, educational implications are further discussed, then limitations are identified.