an assessment of l2 vocabulary following an intensive course istván thékes university of szeged
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An assessment of L2 vocabulary following an intensive course István Thékes University of Szeged Doctoral School of Educational Science. Corpus Linguistics GSL (West, 1953) CANCODE British National Corpus Main COBUILD COCA Lexical Frequency Profile (Laufer&Nation, 1995). Read (2000) - PowerPoint PPT PresentationTRANSCRIPT
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An assessment of L2 vocabulary following an intensive course
István Thékes
University of SzegedDoctoral School of Educational Science
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Corpus Linguistics
GSL (West, 1953)
CANCODE
British National Corpus
Main COBUILD
COCA
Lexical Frequency Profile (Laufer&Nation, 1995)
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Read (2000)discrete-embeddedSelective-comprehensivecontext-independent – context-dependent
Vocabulary Levels Test (Nation, 1990)
1. bitter2. independent small3. lovely beautiful4. merry liked by many people5. popular6. slight
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Vocabulary Knowledge Scale (VKS) (Paribakht &Wechse, 1993)
1. I don’t remember having seen this word before.2. I have seen this word before, but I don’t know what it means.3. I have seen this word before and I think it means……………………….4. I know this word. It means……………….5. I can use this word in a sentence:………………………………..
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1-14k Size Test (Nation, 2007)
1. SEE: They saw it. a.cut b.waited for c.looked at d.started
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Yes-No Test (Meara, 1992)
1 obey 2 thirsty 3 nonagrate
4 expect
5 large
6 accident
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Word Associates Test (Read, 1998)
1. beautiful
enjoyable expensive free loud
education face music weather
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Peabody Picture Vocabulary Test
(Dunn&Dunn, 1959)
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Productive Levels Test (Laufer&Nation, 1999)
1. I'm glad we had this opp…….. to talk.
2. There are a doz………… eggs in the basket.
3. Every working person must pay income t…….
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Nation (2001) :
(1) what kind of vocabulary test is the best? (2) is it enough to ask learners if they know the
word? (3) should choices be given? (4) should words be tested in context? (5) how can we measure words that students
do not know well? (6) how can we measure the total vocabulary
size?
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Nation (2001) outlined four main trends.
Meaning-focused input
Meaning-focused output Language-focused input
Fluency development
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Hulstijn and Laufer (2001) :
Involvment Load Hypothesis
Need
Search
Evaluation
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How does a two-week intensive course of English improve on the receptive vocabulary knowledge of students?
Can a short-term course have any effect on students’ productive use of second language vocabulary?
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Methods20 students
1.Vocabulary Knowledge Scale (VKS) (Paribakht & Wechse, 1993)
2. Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995)
Vocabulary items were selected from the 2K-5K range
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Pre-test
Post-test
135 140150 14590 101
115 126112 11090 80
110 100130 150160 158143 153152 158166 164101 11098 10587 98
107 11068 80
110 11590 95
105 110
Vocabulary Knowledge Scale
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Productive Vocabulary Levels Test Pre-test Post-test
22 2416 186 11
20 2122 205 8
30 2924 2719 2124 2622 2421 2319 2027 2728 3121 238 10
18 1917 196 8
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The Vocabulary Knowledge Scale test has a t-value of 2,589 (p=0,018).
The Productive Vocabulary Test has a t-value of 5,101 (p<0,00)
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The intensive course has had a larger impact on students’ L2 productive vocabulary knowledge than on their receptive knowledge.
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Thank you for your attention!