Learning and retaining specialized vocabulary from textbook reading:comparison of learning outcomes through L1 and L2

This study investigated the acquisition of specialized vocabulary from L1 and L2 textbook reading by 64 Slovak high school students who were intermediate or advanced users of English. The students were divided into two groups: One group read the academic texts in their L1, the other group in their L2. In a posttest and a delayed posttest, they were asked to orally recall the meanings of 12 technical words that appeared in the texts. The word meanings recalled by the students immediately after reading and 1 week later were examined in terms of their breadth and depth. Results showed that although the L2-instructed students acquired the meanings of the specialized vocabulary items to a considerable degree, they still differed significantly from their L1-instructed counterparts in several respects: They could recall fewer word meanings after the reading; they acquired the words to a lesser depth; and after a week, their knowledge of the words faded more rapidly than that of the L1-instructed participants. The significance of the findings for L2 vocabulary acquisition and bilingual education is discussed

Data-driven learning of collocations by Chinese learners of English:a longitudinal perspective

Collocations, a crucial component of language competence, remain a challenge for L2 learners across all proficiency levels. While the data-driven learning (DDL) approach has shown great potential for collocation learning from a shorter-term perspective, this study investigates its effectiveness in the long term, examining both linguistic gains and changes in learners’ confidence about which words collocate. The effect of DDL was compared with learning collocations using a corpus-based collocations dictionary and non-corpus-based tools. Learners’ experience with the tools was also explored through a questionnaire. The study employed a quasi-experimental research design with 100 Chinese learners of English as participants in two experimental groups and a control group. A novel corpus tool, #LancsBox (Brezina et al., Citation2015), was used in the DDL approach to identify and visualise collocations. The results showed that the learners in the DDL group increased their collocation knowledge at the end of the treatment and retained the gains three months later. The learners also reported a significant increase in their confidence about which words collocate. Both changes were found to be more substantial than the effects of using the corpus-based collocations dictionary or other tools. As for their experience, learners reported satisfaction with using corpora in their writing and, importantly, continued with corpus consultation three months after the end of the intervention. The findings have implications for integrating corpus consultation into learning practice both inside and outside of the classroom, showing that with sufficient training, DDL can provide an effective method to learn complex linguistic features such as collocations

How to produce vocabulary lists? Issues of definition, selection and pedagogical aims:A response to Gabriele Stein

This short contribution is a response to Stein's critical review of the New General Service List; it reviews Stein's argument and replies to the main points raised in her paper. We identify and discuss three fundamental principles of wordlist creation. In particular, we focus on defining and operationalising the vocabulary construct and the pedagogical potential of wordlists. Our contribution seeks to open a broader discussion about the principles of building wordlists for applied linguistic research and pedagogical purposes. Finally, we offer simple guidelines for vocabulary list creation and use

Verb + noun collocations in L1 and L2 English spoken language examinations : introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language

This thesis investigates spoken verb + noun collocations in L1 and L2 English candidates undertaking a language exam. It further introduces the new Trinity Lancaster Corpus of L1 Spoken English (TLC-L1), a corpus developed to align in context to the TLC-L2 (Gablasova et al., 2019). By considering differing proficiency levels of L2 speakers, the research takes a pseudolongitudinal approach to investigate collocational development with core findings including the influence of topic and register on the use of collocations in a language exam, which are also reflected in the TLC-L1 corpus, as well as evidence of a nonlinear developmental trajectory of English language learners and their use of verb + noun collocations. Finally, the thesis brings three major contributions and implications to the field: (1) methodological with the development and application of a new corpus, (2) theoretical through the analysis of collocations in the under-investigated mode of speech and (3) pedagogical with suggestions and examples of corpus-informed language teaching materials

Corpora for second language assessments

This chapter describes how corpora and corpus methods can be used in the analysis of learner language and applied to language testing. The chapter first describes three types of corpora relevant for investigations of learner language: corpora of L1 and expert language, L2 (learner) corpora, and corpora representing language produced under exam conditions. Next, the chapter provides a brief overview of corpus methods most relevant for corpus-based research with application for assessment of second language ability. Finally, direct applications of corpora for development and validation of tests and research instruments in SLA are illustrated by examples from recent research