scholarly journals DEVELOPMENT AND STANDARDIZATION OF HIGH FREQUENCY WORD LISTS IN NEPALI

2019 ◽  
Vol 9 (3) ◽  
pp. 53-59
Keyword(s):  
High Frequency ◽  
Frequency Word ◽  
High Frequency Word ◽  
Word Lists

Comparative Study to Identify High-Frequency Words in Printed Materials

1983 ◽  
Vol 57 (3) ◽  
pp. 807-810 ◽  
Author(s):  
Dennis J. Kear ◽  
Marsha A. Gladhart
Keyword(s):  
Comparative Study ◽  
High Frequency ◽  
Second Grade ◽  
Sight Reading ◽  
Basal Reading ◽  
Frequency Word ◽  
High Frequency Word ◽  
Grade Levels ◽  
Word Lists ◽  
Printed Materials

This study examined (1) the percentage of agreement between high-frequency word lists used for developing sight reading vocabularies and (2) whether a list of words common to a majority of six high-frequency word lists accounts for a high percentage of the words found in the preprimer through second grade levels of five popular basal reading series. Six high-frequency word lists used to develop the reading sight vocabularies of beginning readers were selected. Of the 501 different words contained on these six word lists 202 words appeared on four or more of the lists. These 202 words accounted for 63.7% to 75.6% of the total words used in the preprimer through the second grade levels of five popular basal reading series.

scholarly journals High Frequency Words Produced by Typically Developing Mandarin-Speaking Children Between 3 and 6 Years of Age

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110361
Author(s):  
Shang-Yu Wu ◽  
Shanju Lin ◽  
Rei-Jane Huang ◽  
I-Fang Tsai
Keyword(s):  
High Frequency ◽  
Age Groups ◽  
Word List ◽  
Free Play ◽  
Typically Developing ◽  
Frequency Word ◽  
High Frequency Word ◽  
Pos Tagging ◽  
Word Lists ◽  
High Frequency Words

The purpose of this study was to provide high frequency word lists for Mandarin-speaking children between 3 and 6 years of age and to explore the differences between each part of speech (POS) category among different age groups. Participants were 209 typically developing native Mandarin speakers aged between 3 and 6 years, born in Taiwan, and recruited from Mandarin-language preschools in Taipei, New Taipei City, and Miaoli. Language samples were collected through conversations, free play, and story retelling. The researchers then transcribed the samples, segment utterances, and words, tagging the POS corresponding to each word. The frequencies of word occurrences were then analyzed and ranked to generate a high frequency word list. The mean frequency of each POS category was calculated to identify significant differences between age groups. The results showed high frequency word lists, including the corresponding POS tagging. Significant differences were found in 10 of the 11 POS categories among age groups. The results of this study presented preliminary information concerning high frequency words produced by Mandarin-speaking children aged between 3 and 6 years and the development of their use of each POS category.

scholarly journals Investigating vocabulary in academic spoken English: Corpora, teachers, and learners

2021 ◽  
Author(s):  
◽  
Yen Dang
Keyword(s):  
High Frequency ◽  
Corpus Linguistics ◽  
Word List ◽  
Vocabulary Knowledge ◽  
Frequency Word ◽  
High Frequency Word ◽  
Spoken English ◽  
Foreign Language Learners ◽  
L2 Learners ◽  
High Frequency Words

<p>Understanding academic spoken English is challenging for second language (L2) learners at English-medium universities. A lack of vocabulary is a major reason for this difficulty. To help these learners overcome this challenge, it is important to examine the nature of vocabulary in academic spoken English.  This thesis presents three linked studies which were conducted to address this need. Study 1 examined the lexical coverage in nine spoken and nine written corpora of four well-known general high-frequency word lists: West’s (1953) General Service List (GSL), Nation’s (2006) BNC2000, Nation’s (2012) BNC/COCA2000, and Brezina and Gablasova’s (2015) New-GSL.  Study 2 further compared the BNC/COCA2000 and the New-GSL, which had the highest coverage in Study 1. It involved 25 English first language (L1) teachers, 26 Vietnamese L1 teachers, 27 various L1 teachers, and 275 Vietnamese English as a Foreign Language learners. The teachers completed 10 surveys in which they rated the usefulness of 973 non-overlapping items between the BNC/COCA2000 and the New-GSL for their learners in a five-point Likert scale. The learners took the Vocabulary Levels Test (Nation, 1983, 1990; Schmitt, Schmitt, & Clapham, 2001), and 15 Yes/No tests which measured their knowledge of the 973 words.  Study 3 involved compiling two academic spoken corpora, one academic written corpus, and one non-academic spoken corpus. Each contains approximately 13-million running words. The academic spoken corpora contained four equally-sized sub-corpora. From the first academic spoken corpus, 1,741 word families were selected for the Academic Spoken Word List (ASWL). The coverage of the ASWL and the BNC/COCA2000 in the four corpora and the potential coverage of the ASWL for learners of different vocabulary levels were determined.  Six main findings were drawn from these studies. First, in the first academic spoken corpus, the ASWL and its levels had slightly higher coverage in certain disciplinary sub-corpora than in the others. Yet, the list provided around 90% coverage of each sub-corpus. It helps learners to achieve 92%-96% coverage of academic speech depending on their levels. Second, the BNC/COCA2000 is the most suitable general high-frequency word list for L2 learners from the perspectives of corpus linguistics, teachers, and learners. It provided higher coverage than the GSL and the BNC2000, and had more words known by learners and perceived as being useful by teachers than the New-GSL. Third, general high-frequency words, especially the most frequent 1,000 words, provided much higher coverage in spoken corpora than written corpora in both academic and non-academic discourse. Fourth, despite the importance of general high-frequency words, a reasonable proportion of the learners had insufficient knowledge of these words, which highlights the importance of a word list which is adaptable to learners’ proficiency like the ASWL. Fifth, lexical coverage had significant but small correlations with teacher perception of word usefulness and learner vocabulary knowledge. Sixth, the Vietnamese L1 teachers had the highest correlation between the teacher ratings of word usefulness and the learner vocabulary knowledge. Next came the various L1 teachers, and then the English L1 teachers.  This thesis also provides theoretical, pedagogical, and methodological implications of these findings so that L2 learners can gain better support in their vocabulary development and achieve better comprehension of academic spoken English.</p>

scholarly journals Making a little go a long way: A corpus-based analysis of a high-frequency word and some pedagogical implications for young Spanish learners

2019 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Belén Labrador de la Cruz
Keyword(s):  
Short Stories ◽  
High Frequency ◽  
Frequency Word ◽  
Parallel Corpus ◽  
High Frequency Word ◽  
Contrastive Study

This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children’s short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how little has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies.

The Preview of Word N+2 Influences the High Frequency Word N+1 Processing in Chinese Reading

2015 ◽  
Vol 47 (2) ◽  
pp. 143
Author(s):  
Xuejun BAI ◽  
Yongsheng WANG ◽  
Zhiying GUO ◽  
Xiaolei GAO ◽  
Guoli YAN
Keyword(s):  
High Frequency ◽  
Chinese Reading ◽  
Frequency Word ◽  
High Frequency Word

scholarly journals High frequency word entrainment in spoken dialogue

2008 ◽  
Author(s):  
Ani Nenkova ◽  
Agustín Gravano ◽  
Julia Hirschberg
Keyword(s):  
High Frequency ◽  
Spoken Dialogue ◽  
Frequency Word ◽  
High Frequency Word
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