Sessions / Vocabulary

09:45 Sun

Survey validation through vocabulary analysis #177

Interactive Poster Session
Finished
Sun, Jun 21, 09:45-10:20 JST

The researcher explored how vocabulary knowledge may affect responses from L2 English users who were requested to complete Vandergrift’s (2005) Metacognitive Awareness Listening Questionnaire (MALQ). Six participants (low-intermediate to advanced L2 English learners) from varied educational and professional backgrounds were recruited for this study. Participants were instructed to complete the MALQ and use textual enhancements (e.g., highlighting, underlining) to indicate the degree of familiarity with new or infrequently viewed words and phrases. Participants were also instructed to write notes regarding any unknown vocabulary expressions. After collecting the participants’ data, the researcher engaged in confirmation checks with each individual. The researcher entered the statements presented on the MALQ into the Compleat Lexical Tutor to determine the word families of the vocabulary used. The participants indicated that vocabulary items greater than the 3000-word family range and multiword expressions influenced responses, regardless of their language levels. Advanced L2 English users noted that a few construct items could be misinterpreted and become unintended distractors for lower level L2 users, while low-intermediate L2 English speakers emphasized the necessity of learning secondary and tertiary word meanings. All participants stated the need to learn multi-word units rather than vocabulary in isolation. During this presentation, I will discuss how participants were recruited and describe their backgrounds; how confirmation checks were conducted and analyzed; the limitations of this study; and how the methodology could be applied and modified for different contexts. Suggestions and comments from the attending audience will be warmly welcomed.

The researcher explored how vocabulary knowledge may affect responses from L2 English users who were requested to complete Vandergrift’s (2005) Metacognitive Awareness Listening Questionnaire (MALQ). Six participants (low-intermediate to advanced L2 English learners) from varied educational and professional backgrounds were recruited for this study. Participants were instructed to complete the MALQ and use textual enhancements (e.g., highlighting, underlining) to indicate the degree of familiarity with new or infrequently viewed words and phrases. Participants were also instructed to write notes regarding any unknown vocabulary expressions. After collecting the participants’ data, the researcher engaged in confirmation checks with each individual. The researcher ... more

Speaker: Reginald Gentry

I am a researcher and educator based at the University Fukui. My research interests are speaking assessment and evaluation, and curriculum design.

10:30 Sun

Etymology and vocabulary in the classroom #178

Presentation
Finished
Sun, Jun 21, 10:30-11:05 JST

When a student finds a group of synonyms in their Japanese-English dictionary they may struggle to decide which is most appropriate to use. A common reason for this is how synonyms often have different root languages in English. With a little awareness of etymology in English we can help our students overcome this barrier to learning and make their vocabulary-building more efficient. This presentation is based on the presenter's background in teaching and classical languages and will highlight the role of etymology in our understanding of word use and provide teachers with advice on how to make our students more etymologically aware. The presenter will give some common examples of synonyms and how their word origin affects their usage and how this can be applied across much of the vocabulary a student will come across. Attendees will not only be able to guide their students to learning vocabulary better but may also develop an awareness of their own classroom English.

When a student finds a group of synonyms in their Japanese-English dictionary they may struggle to decide which is most appropriate to use. A common reason for this is how synonyms often have different root languages in English. With a little awareness of etymology in English we can help our students overcome this barrier to learning and make their vocabulary-building more efficient. This presentation is based on the presenter's background in teaching and classical languages and will highlight the role of etymology in our understanding of word use and provide teachers with advice on how to make our students more ... more

11:15 Sun

Creating vocabulary lists based on corpus linguistics #179

Presentation
Finished
Sun, Jun 21, 11:15-11:50 JST

Teaching vocabulary is integral to teaching language. However, selecting which words should be taught can be extremely challenging. In order to enhance students’ fluency and vocabulary, 110 Freshman students at a private university in Chiba were given Web, Sasao and Ballance’s Vocabulary Levels Test Version B (2017) at the beginning of the 2019 academic year to determine their vocabulary level. Based on the results of the test, the corresponding BNC/COCA headwords lists were then used to select the vocabulary words to be used in this study. As those lists include only headwords listed in alphabetical order, it was necessary to alter the lists in order to make them more useful for classroom purposes. First, the BNC/ COCA lists were reorganized based on frequency. The lists were then lemmatized to avoid confusion (i.e., direct, directed). Polysemy was taken into consideration when choosing the most core meaning of the word . A sentence in which that word sense was used was provided for context. Finally, the most common kanji used for the head word was added and a translated version of the sentence was provided. The lists were created to provide a stronger base for students to remember the word lists and to connect those words back to their L1. This presentation will discuss how the lists were created, the rationale behind it, and how they can be used.

Teaching vocabulary is integral to teaching language. However, selecting which words should be taught can be extremely challenging. In order to enhance students’ fluency and vocabulary, 110 Freshman students at a private university in Chiba were given Web, Sasao and Ballance’s Vocabulary Levels Test Version B (2017) at the beginning of the 2019 academic year to determine their vocabulary level. Based on the results of the test, the corresponding BNC/COCA headwords lists were then used to select the vocabulary words to be used in this study. As those lists include only headwords listed in alphabetical order, it was necessary to ... more

Speaker: Sarah Miyoshi Deutchman

I started teaching at the university level two years ago. I am interested in finding ways to integrate corpora into teaching English. Recently, I have started a project ... more