How well does teacher talk support incidental vocabulary acquisition?

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/66646/1/22_1_10125_66646_horst.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/66646/2/22_1_10125_66646_horst.pdf.txt

collection:

Volume 22, No. 1 Special Issue: In Honor of Paul Nation

contributor.author:

Horst, Marlise

date.accessioned:

2020-05-22T02:10:26Z

date.available:

2020-05-22T02:10:26Z

date.issued:

2010-04

description.abstract:

Opportunities for incidental vocabulary acquisition were explored in a 121,000-word corpus of teacher talk addressed to advanced adult learners of English as a second language (ESL) in a communicatively-oriented conversation class. In contrast to previous studies that relied on short excerpts, the corpus contained all of the teacher speech the learners were exposed to during a 9-week session. Lexical frequency profiling indicated that with knowledge of 4,000 frequent words, learners would be able to understand 98% of the tokens in the input. The speech contained hundreds of words likely to have been unfamiliar to the learners, but far fewer were recycled the numbers of times research shows are needed for lasting retention. The study concludes that attending to teacher speech is an inefficient method for acquiring knowledge of the many frequent words learners need to know, especially since many words used frequently in writing are unlikely to be encountered at all.

description.provenance:

Made available in DSpace on 2020-05-22T02:10:26Z (GMT). No. of bitstreams: 1 22_1_10125_66646_horst.pdf: 95065 bytes, checksum: f0b619ec5eec600547a0b912fd1792e2 (MD5) Previous issue date: 2010-04

endingpage:

180

identifier.doi:

10125/66646

identifier.issn:

1539-0578

identifier.uri:

http://hdl.handle.net/10125/66646

number:

1

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

rfl.topic:

Lexis

site_url:

/rfl/item/214

startingpage:

161

subject:

incidental vocabulary acquisition L2 vocabulary ESL teacher speech spoken corpus lexical frequency profiling frequency list coverage

title:

How well does teacher talk support incidental vocabulary acquisition?

type:

Article

type.dcmi:

Text

volume:

22