Academic Vocabulary What is it and how can it be incorporated into a language teaching program?
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Transcript of Academic Vocabulary What is it and how can it be incorporated into a language teaching program?
Academic VocabularyWhat is it and how can it be
incorporated into a language teaching program?
Diane Schmitt
TESOL Dallas March 2013
Vocabulary has traditionally been divided into four main types: General
Academic
Technical
Low Frequency
(Nation, 2001)
General Vocabulary the 2000 most frequent words of English provide 80% coverage of most texts
arrive, discuss, follower, impossible, leader, message, repeat, story
Academic Vocabulary a list of 570 frequently occurring words in
academic texts provides approximately 8-12% coverage
of academic texts
attribute, category, environment, function, internal, monitor, perspective, widespread
Technical Vocabulary
words that occur with very high or moderate frequency level within a limited range of texts
provides 5% coverage of most texts
audit, capital, distribution, metrics, principal agent, shareholder, supply
Low Frequency Vocabulary words at the 2,000 - 20,000 frequency
level and beyond provides 5% coverage of most texts
abject, credentials, genealogy,geomorphic, incarcerate, palpitate, rupture
Relevance for teaching EAP Teach the most frequent 2000 words Teach the AWL/sub-technical vocabulary, if
students are going on to academic study Teach the technical words of a subject after
the first two sets of words have been learned
Or learners can/will learn technical words once they begin their subject studies or enter their field of work
Teach strategies for low-frequency words
Allan, S. (1999). News Culture. Open University Press.
FrequencyList
Families Types Tokens Percent
1-1000 489 758 4551 69.38%
1001-2000 127 167 281 4.28%Sub-total 73.66%AWL 262 400 834 12.71%Off-List ? 574 894 13.63%Total 878+ 1890 6560 100%
‘EAP’ Textbooks – OUP
‘EAP’ Textbooks - Pearson
It’s more complicated than that! Challenges to the AWL Alternative Definitions of Academic
Vocabulary Mutual Exclusivity of Vocabulary
Categories Lexical Validity
Challenges to the AWL (Hyland and Tse, 2007) One word list cannot serve students of
different disciplines equally well Disciplines have their own preferred
patterns of use for words – meaning sense, form, lexical and grammatical patterning
Homographs and word families distort the usefulness of the AWL and create an extra learning burden for no discernable gain
Vocabulary is not always acquired in the teaching sequence proposed by Nation
Critiques of the AWL “[General academic word lists fail] to
engage with current conceptions of literacy and EAP, ignore important differences in the collocational and semantic behavior of words, and do not correspond with the ways language is actually used in academic writing. [They] …could seriously mislead students.” (Hyland and Tse, 2007: 236-237)
Discipline specific behaviour of words
Inflectional forms display distinctly different distributional profiles across disciplines (or sub-disciplines) (Ward, 2009)
Different meaning senses will be differentially preferred across disciplines (Hyland and Tse, 2007)
Collocational patterning differs from discipline to discipline. This affects word meaning. marketing strategy, learning strategy, coping
strategy - Hyland and Tse, (2007) blueberry cell culture, cultures were grown -
Martinez et al, (2009)
Discipline specific behaviour of words/or shared qualities (Granger and Paquot, 2010)
VESPA Corpus developed at CECL University of Louvain, BelgiumDisciplinary differences for the use of analyze
Definitions of analyze from Hyland and Tse (2007)Hard Sciences – methods of determining the constituent parts or composition of a substanceSocial Sciences -consider something carefully
Discipline specific behaviour of words/or shared qualities (Granger and Paquot, 2010)
VESPA Corpus developed at CECL University of Louvain, BelgiumDisciplinary similarities for the use of analyze
Core meaning – to examine data using specific methods or tools in order to make sense of it
Alternative definitions of academic vocabulary
1. Items which express notions shared by all or several specialised disciplines – factor, method
2. Items which have a specialised meaning in one or more disciplines – bug, solution
3. Items which are not used in general language but which have different meanings in several specialised disciplines - morphological
4. Items which are traditionally viewed as general language vocabulary but which have restricted meanings in certain specialised disciplines – “genes are expressed”
5. General language items which are used, in preference to other semantically equivalent items, to describe or comment on technical processes and functions – “digestion takes place”
Alternative definitions of academic vocabulary
6. Items which are used in specialised texts to perform specific rhetorical functions – explanation, pointed out(Baker, 1988)
Words that “have in common a focus on research, analysis and evaluation” (Martin, 1976)
Vocabulary that serves specific rhetorical and organisational functions in expert academic writing (Paquot, 2010)
Traditional vocabulary categories are not mutually exclusive The GSL/2000 most frequent words of English tend
to have multiple meaning senses. Some of which are academic/sub-technical or technical in nature
AWL vocabulary occurs outside of academic contexts ‘Technicalness’ is a functional aspect of a word so
words can only usefully be categorized in light of the context of use
Frequency is relative and depends on the size and specificity of a domain. Sub-technical and technical vocabulary may be ‘high frequency’ in a particular domain, but ‘low frequency’ in a general corpus
“Disciplines are lexically idiosyncratic” (Ward, 2009: 173)
AWL in the BNC Lists
Four step rating scale for identifying technical words (Chung and Nation, 2004) Step 1 – Words such as function words that have no
particular relationship with a field of study amount, common, early
Step 2 – Words that have a meaning that is minimally related to a field of study superior, supports, protects
Step 3 – Words that have a meaning closely related to the field of study, but which also occur in general language abdomen, cavity, muscles
Step 4 – Words that have a meaning specific to a field and are not likely to be know in general language thorax, periostuem, viscera
Coverage of technical words in specialized texts (Chung and Nation, 2003)
Vocabulary Level
Anatomy Text Applied Linguistics Text
1st 2000 239,790 (53.3%) 63,992 (68.5%)
AWL 16,554 (3.7%) 6,422 (6.9%)
Technical Words 140,400 (31.2%) 19,208 (20.6%)
Low Frequency Words
53,256 (11.8%) 3,803 (4.0%)
Total Word Families
450,000 (100%) 93,445 (100%)
Coverage of technical words in specialized texts (Chung and Nation, 2003)
Vocabulary Level
Anatomy Text Applied Linguistics Text
1st 2000 239,790 (53.3%) 63,992 (68.5%)AWL 16,554 (3.7%) 6,422 (6.9%)Technical Words 140,400 (31.2%)
(35.6%) (64.4%)19,208 (20.6%)(88.4%) (11.6%)
Low Frequency Words
53,256 (11.8%) 3,803 (4.0%)
Total Word Families
450,000 (100%) 93,445 (100%)GSL/AWL vocabulary
Development of ESP/EAP word lists 2000 word Engineering list – Ward, (1999) –
corpus of engineering textbooks – foundation level students
1200 word Engineering list – Mudraya (2006) – corpus of basic engineering textbooks – university students
623 word Medical AWL – Wang et al (2008) – corpus of research articles – for learners and users of English for Medical Purposes
123 word Agricultural list – Martinez et al (2009) – corpus of research articles – experienced in discipline
970 word Academic Keyword List – Paquot (2010) – general academic word list
Issues with word lists for specific purposesLevel of specificity Academic Study
Science and TechnologyDiscipline or Field - Engineering
Subject – Mechanical engineering Occupational/Work
Airline IndustryFlight
Pilots, Air Traffic Controllers
Issues with word lists for specific purposesLearners in academic study Level of existing knowledge of the field
Foundation, upper undergraduate, graduate Immediate and long term goals Current level of language proficiency Acquisition patterns
Do ESP learners follow the norms of general English learners?“Our learners are clear examples of learners who acquire their English as they need it for their specific purpose…although they are usually unaware of even basic grammatical rules” (Martinez et al, 2009)
‘lexical validity’ (PTE Academic) the extent to which the vocabulary occurring in, and
elicited by, the test is representative of the vocabulary that test takers will encounter and be expected to produce, in real-world academic contexts.
“According to Paul Nation, authentic academic English texts typically contain at least 4% of AWL words. The results show that, according to this criterion, the test is academic in quality, both in respect of the language that it presents to test takers, and the language which it elicits.”
http://www.pearsonpte.com/research/Documents/RS_InvestigatingLexicalValidityOfPTEAcademic_2010.pdf
Is this text academic?
Are these academic?
A B
C D
A sample essay prompt for students of media studies How does the media influence the
immigration debate?(asylum, refugees, migrant workers)
A sample essay prompt for students of media studies How does the media influence the
immigration debate?(asylum, refugees, migrant workers)
Purpose The purpose for which a text is used
(rather than for which it was originally written) will determine whether or not a text is “academic” or not
This will impact on which vocabulary words students will need to know (at least receptively)
Fiction News/ Textbooks Journals Magazines
EFL EAP Freshman Disciplinary Exams Writing Comp Writing
What do we mean when we say something is academic?
MSc in Human Resource Management
From Text Selection to Teaching and Learning
Relationship between vocabulary size and text coverage
0
10
20
30
40
50
60
70
80
90
100
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
Vocabulary Coverage
Com
preh
ensi
on P
erce
ntag
e
Mean
+1 SD
-1 SD
(Schmitt, Jiang & Grabe, 2011)
General guidance for independent use Nation (2006) analyzed nine written and spoken
corpora. He used the 98% figure to calculate vocabulary size requirements:
6,000 - 7,000 word families for spoken discourse
8,000 - 9,000 word families for written discourse
95% coverage (Laufer and Ravenhorst-Kalovski,2004) 4,000-5000 word families for written discourse
Instructional Contexts
Vocabulary coverage for business texts
(Hsu, 2011)
How much coverage do our categories provide? High frequency + AWL + technical often ≠
95%-98% coverage(Chung and Nation, 2003; Fraser 2005; Wang, Liang and Ge, 2008; Lessard-Clouston, 2010;)
Coverage of technical words in specialized texts (Chung and Nation, 2003)
Vocabulary Level
Anatomy Text Applied Linguistics Text
1st 2000 239,790 (53.3%) 63,992 (68.5%)AWL 16,554 (3.7%) 6,422 (6.9%)Technical Words 140,400 (31.2%)
(35.6%) (64.4%)19,208 (20.6%)(88.4%) (11.6%)
Low Frequency Words
53,256 (11.8%) 3,803 (4.0%)
Total Word Families
450,000 (100%) 93,445 (100%)88.2% coverage 96% coverage
Vocabulary size targets
If language teachers/materials teach and use… high frequency vocabulary: 2000 word families + academic vocabulary: 570 word families
Coverage shortfall 6000 – 2570 ≈ 3500 word families listening 8000 – 2570 ≈ 5500 word families reading
Considering the role of mid-frequency vocabulary (Schmitt and Schmitt, 2012)
Hi-frequency Low frequency vocabulary vocabulary Mid-frequency 3,001 – 8,999 3,000 9,000
families families
Mid-frequency vocabulary Words at the 3000-9000 frequency
levels provides 98% coverage of most texts
Subsumes the AWL and much technical vocabulary
Words work together “Technical vocabulary ‘is dependent for a full
appreciation of its meaning on the meaning of the other terms in the cluster of which it is a member.’” (Godman and Payne, 1981:37 in Coxhead and Nation, 2001)
Academic discourse contains large amounts of deliberate definition. Thus, it is important to ensure that learners
recognize that definition is occurring and have mastery of the vocabulary used in the definitions.
What can learners do with any particular vocabulary size?
250 words or fewer – read graded readers 2-3,000 words - understand defining vocabulary of
learner dictionaries 2-3,000 words – participate in daily conversation 3,000 – use TV and movies for teaching/learning 5,000 words – read authentic texts w/assistance 6-7,000 words – understand a wide range of oral
discourse without assistance 8-9,000 words – understand a wide range of written
discourse
NOT total vocabulary size, but mastery of each of these frequency bands
Grading learning materials Control vocabulary at the lower levels to ensure
that coverage levels for texts do not fall below 95%
Seed materials at middle and upper levels with mid-frequency vocabulary to ensure that there are enough recurrences for learning to take place
Academic Learning Materials
Sample for Writing with Sources
Writing from sources begins with readingReading Constructs Reading for basic comprehension
recall summarization text-based multiple choice questions
Reading to learn – connecting new information with background knowledge recognition of text structure create a representation of content knowledge
Reading to integrate link texts with regard to their individual text structure link content knowledge from a single text with that from
one or more texts (Trites and McGroarty, Language Testing, 2005)
Sample Task - Lying Syllabus Goal:
Students will write an essay where they are required to incorporate information from source texts
Learning focus: Students are not blank slates. Raise students’ awareness that
they do hold views on academic topics. Reading around a topic to gain new information and integrate it
into existing knowledge/understanding base Oral reporting and summarizing Introduction and recycling of mid-frequency vocabulary Fluency practice
Source Texts All of the following had texts on the topic of
lying
ANA in-flight magazine Wingspan Would I lie to you
American Academy of Child and Adolescent Psychiatry web pages
Children and Lying Psychology Today
The Truth about Lying: Has it gotten a bad rap Basic and Applied Social Psychology
Liking and Lying
Activity One Speaking
In small groups, invite students to share their views on the topic – Are people who lie morally flawed?
Reading All students read the short article “Would I lie to you” Students should continue small group discussion with
the following focus: How does the information from the reading affect the views you expressed earlier?
Ask a group representative to report on how the article related to the views of members of their group. Were already held views reinforced or supported; were they refuted? How similar or different was the affect on individual group members?
Activity Two – Extensive Reading Reading and Speaking
In small groups, invite students to share their views on the topic – Are people who lie morally flawed?
Students read all three remaining readings on the topic of lying.
Between each reading students orally (or in writing) reflect on their evolving views on the topic.
Assign an essay on the topic “Discuss the notion that lying is morally wrong in light of research findings.
Make a Text Chain - Lying
Text 1 2 3 4
Total 75 162 657 233families*
Mid-freq 2 17 139 35Families**
Percent2.6% 10.5% 21.2% 15.0%
* Includes families from 1,000 - 20,000** 3,000 – 9,000 frequency levels
Make a Text Chain - Lying
Text 1 2 3 4
Total 91 196 910 308types
Types - 30 133 165recycled (15.3%) (14.6%) (53.6%)
Where do we go from here? Start by finding out how much vocabulary your
students already know Include vocabulary assessment in your placement,
mid-course and end of course assessments
Vocabulary Profile Test
VLT- Schmitt,Schmitt &Clapham, (2001)
Available at:www.lextutor.ca/tests/
Where do we go from here? Set vocabulary targets separately from your
textbooks – ensure these correspond to your students’ needs
Be ambitious for your students 50 words per week X 40 weeks = 2000 words per
year (Grabe, 2009)
Where do we go from here? Use frequency information to guide vocabulary
choices for teaching Words needed to understand/do the text/activity can
be glossed
Remember 2000 + AWL is not enough
Supplement your textbooks to ensure that students get more exposure to the words you want to focus on at each level
Make use of vocabulary tools
Make use of vocabulary tools
Make use of vocabulary tools
In sum… Whether or not a text is academic depends on
its purpose Students will encounter a range of text types
in their university studies Students need to be aware of the lexico-
grammatical differences between text types Students need to develop a large vocabulary Word lists can help to focus teaching and fast
track development in reading or writing
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