Basic Vocabulary List Research Articles

Language classification in Western Amazonia

The languages of the Pano and Takana families exhibit a considerable number of lexical and structural affinities that cannot be ascribed to mere chance and are not readily detectable instances of borrowing. After the comparative studies by Key (1968) and Girard (1971) the proposal of a genetic relationship between these two families was generally accepted (e.g. Loos 1973, 2005; Suárez 1973; Kaufman 1990; Campbell 1997). Without solid argumentation, however, this classification was later put into question (Fabre 1998; Loos 1999; Fleck 2013) and, even today, there is no full consensus as to whether the observed similarities are due to genetic inheritance or long-term language contact. The present paper offers lexical and grammatical evidence in support of the hypothesis that Pano and Takana are genetically connected. Comparing for the first time what can be considered Proto-Pano and Proto-Takana reconstructions, it is shown that 18 of the 40 items in the basic vocabulary list proposed by the Automated Similarity Judgment Program (asjp) (Holman et al. 2008) might be cognate; this includes 9 body-part terms. Also, a set of alleged grammatical cognates are assembled, and shared constructions involving motion verbal morphology, intransive and transitive auxiliaries, transitivity harmony restrictions, and switch-reference are discussed.

2022 개정 영어과 교육과정 기본 어휘 목록: 개발과 적용

This paper outlines the major characteristics of the Basic Vocabulary List (BVL) of the 2022 Revised National Curriculum of English (RNCE), with special reference to the revisions made to the BVL of the 2015 RNCE. Some important features of the BVL of the 2022 RNCE are the following. First, the list is made up of 3,000 words, assuming the basic lexical unit to be a word family that consists of a headword and all its inflectional variations and a limited number of derivative forms, if any. Second, based on the recent findings that EFL learners have a shallow knowledge of word derivation, the list allows forms derived only by 36 derivational affixes to be included in word families. Third, the 3,000 words in the list are classified into three groups: the first group of 800 words for elementary school students, the second group of 1,200 words for middle school and first-year high school students, and the third group of 1,000 words for second- and third-year high school students. Along with some further minor revisions, the ways in which the three revisions have been made will be shown. The paper concludes with some pedagogical implications of the BVL of the 2022 RNCE.

Трудное для чтения слово: критерии, типология, корпусная статистика (на материале русской речи носителей китайского языка)

The article is devoted to the description and systematization of words that are difficult for unprepared reading in a non-native language. The material for the analysis included 40 spontaneous reading monologues recorded from 20 informants (10 male and 10 female), native Chinese speakers, with different levels of proficiency in Russian (B2 or C1) and with different psychotypes (extroverts, ambiverts, introverts). Informants were reading two texts: M. Zoshchenko’s narrative story The Fantasy Shirt and a non-narrative excerpt from V. Korolenko’s story The Blind Musician. In the recorded monologues, words with different signs of spontaneity and errors were singled out, and they were then examined in the lexico-phonetic, lexico-grammatical, lexical, and lexico-syntactical aspects. The analysis of the material showed the following features to be the difficulty criteria for the Chinese readers: the length of the word form, the word frequency in Russian, the degree of complexity of the grammatical form, the absence of the word in the basic vocabulary list for the corresponding level of Russian as a foreign language, the presence of stylistic usage labels in dictionary entries for the word, the special attitude of the Chinese to the word, the idiomaticity of the word combination. Based on these criteria, a typology of difficult-to-read words was developed. The paper provides examples showing how foreigners overcome these difficulties (communicative obstacles). It has been found that the most difficult for Chinese are words with a complex grammatical form. When faced with such words, informants often make hesitation pauses, syllabize, cut off and repeat words, sometimes even verbalize their difficulties and doubts with the help of metacommunicative inserts. There were also noted hiccups and speech failures when the informants were reading familiar and easy words, which was due to the general unpreparedness of this type of speech task. The typology obtained can be useful not only in the general analysis of oral speech by specialists studying colloquial language but also in the teaching of reading in a non-native language as part of teaching the Russian language in a foreign, including Chinese-speaking, audience.

영어 3음절 이상 다음절어의 철자에 근거한 강세패턴 분석

The purpose of this paper is to provide formal stress patterns of basic English words, which have more than three syllables, for Korean learners’ understanding of English rhythm. The basic assumption for this paper is that it might be effective for Korean learners of English to comprehend the English stress patterns of frequently used English words. Under this assumption, 495 English polysyllabic words (having more than three syllables) are chosen as the data of this paper from the list of basic vocabulary in the 7th English curriculum for Korean primary and secondary education. Those English polysllabic words are analyzed using mainly four basic spelling-based stress rules by Hahn and Dickerson (1999). Based on the evidence in this paper, it is assumed that a systematic exposure to spelling-based stress patterns will not only provide Korean learners of English with pronunciation learning practices that allow them to improve their production of English polysyllabic words, but also help them teach themselves on their own pace.

Exploring the penetration of loanwords in the core vocabulary of Middle English:carryas a test case

This article takes as its starting point the extent of borrowing in Middle English among the hundred meanings included in the Leipzig–Jakarta List of Basic Vocabulary, a recently developed tool for exploring the impact of borrowing on basic vocabulary on a cross-linguistic basis. This is adopted for the possibility it provides for taking an empirically based approach to identifying at least a proportion of those loanwords that have most impact on the core lexicon. The article then looks in detail at a particularly striking example identified using this list: the verbcarry, borrowed into English in the late fourteenth century from Anglo-Norman, and found with some frequency in its modern core meaning from the very beginning of its history in English. The competition this word shows with native synonyms, especiallybear, is surveyed, and the systemic pressures that may have facilitated its widespread adoption are explored, as well as the points of similarity it shows with some other borrowings into the core vocabulary of Middle English; in particular, the hypothesis is advanced that a tendency towards isomorphism in vocabulary realizing basic meanings may be a significant factor here. The article also contends that the example ofcarrysheds new light on the receptivity of even basic areas of the lexicon to Anglo-Norman lexis in the late Middle English period. The trajectory shown by this word is particularly illuminating, with borrowing in a restricted meaning with reference to the commercial bulk transportation of goods, merchandise, etc. being followed by very rapid development of a much broader meaning, which even within the fourteenth century appears in at least some varieties (notably the works of Chaucer) to be a significant competitor for nativebearas default realization of the basic meaning ‘to transfer/carry (something, especially in one's hands)’.

Bayesian phylolinguistics reveals the internal structure of the Transeurasian family

The historical connection between the Transeurasian languages, i.e. the Japonic, Koreanic, Tungusic, Mongolic, and Turkic languages, is among the most disputed issues of historical linguistics. Here, we will combine the power of classical historical-comparative linguistics and computational Bayesian phylogenetic methods to infer a phylogeny of the Transeurasian languages. To this end, we will use lexical etymologies supporting the reconstruction of proto-Transeurasian forms with meanings that belong to the Leipzig-Jakarta 200 basic vocabulary list. Our application of Bayesian phylogenetic inference to the classification of the Transeurasian languages is unprecedented. In addition to the methodological implications for Bayesian inference applied to proposed language phyla at relatively deep time depths and with relatively sparse sets of surviving daughter languages, our research has also factual implications for the existing theories of Transeurasian relationships. Our results move the field forward in that they provide a quantitative basis to test various competing hypotheses with regard to the internal structure of the Transeurasian family.

한국 고등학생의 영어 단어 강세에 대한 인식과 비강세 모음 /ǝ/ 발음에 관한 연구

The purpose of this study is to investigate how important Korean high school students perceive English word stress to be, how familiar they are with word stress, and how well they pronounce the reduced vowel /ə/. Sixty high school students in Seoul participated in a survey study that investigated their perception of the importance of word stress in English. They were then asked to mark the stress on each of the 44 words selected from the basic vocabulary list compiled by the Korean Ministry of Education and to pronounce each word twice. The results of the survey revealed that a vast majority of the students (50 out of 60, 80%) do not pay attention to the stress and pronunciation of words when they study new vocabulary and that they memorize only the spelling and meaning of new words. As a result, many of them could not identify the stressed syllables in many of the 44 words, even when they knew their meaning. As for their pronunciation of the reduced vowel /ə/, the students on average were able to pronounce /ə/ correctly in only 23 words, although they stressed the correct syllable in 28 words. All these results highlight the necessity of teaching Korean students explicitly the importance of word stress in English and the correct pronunciation of the reduced vowel /ə/ in order to help them improve their intelligibility.

Compilation of Japanese learners’ dictionaries

The number of Japanese language learners outside Japan, especially of advanced level learners, is increasing yearly. From the intermediate level onwards, they could profit from bilingual Japanese learners’ dictionaries in their native language, but in most linguistic areas of the world only very simple dictionaries for beginners and for tourists are available. Our project therefore aims at supporting the compilation of Japanese language learners’ dictionaries for intermediate and advanced learners by building a database of contents needed when editing a Japanese language learners’ dictionary, and offering it online. This 4 year project is going to be running from 2011 to 2014. Two surveys were conducted: a survey of the vocabulary used in textbooks of Japanese as a foreign language and a quantitative survey on the targeted area of the Japanese language in a large-scale corpus, in order to select the list of words to be included in the database, and a general list of basic vocabulary for Japanese language instruction was created. At present, usage examples are being compiled on the basis of this vocabulary list, and a database system is being developed. A prototype of a database search interface and download system has been completed. The database is going to include various types of information which are considered to be useful for learners, such as grammar, phonetics, synonyms, collocations, stylistics, learners’ errors etc. These are presently being studied in detail to be made public in 2014.

The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries

The number of Japanese language learners outside Japan, especially of advanced level learners, is increasing yearly. From the intermediate level onwards, they could profit from bilingual Japanese learners’ dictionaries in their native language, but in most linguistic areas of the world only very simple dictionaries for beginners and for tourists are available. Our project therefore aims at supporting the compilation of Japanese language learners’ dictionaries for intermediate and advanced learners by building a database of contents needed when editing a Japanese language learners’ dictionary, and offering it online. This 4 year project is going to be running from 2011 to 2014. Two surveys were conducted: a survey of the vocabulary used in textbooks of Japanese as a foreign language and a quantitative survey on the targeted area of the Japanese language in a large-scale corpus, in order to select the list of words to be included in the database, and a general list of basic vocabulary for Japanese language instruction was created. At present, usage examples are being compiled on the basis of this vocabulary list, and a database system is being developed. A prototype of a database search interface and download system has been completed. The database is going to include various types of information which are considered to be useful for learners, such as grammar, phonetics, synonyms, collocations, stylistics, learners’ errors etc. These are presently being studied in detail to be made public in 2014.

국가 영어과 교육과정 기본 어휘 목록 개선 연구

This study aims to build a new list of basic vocabulary of the national English curriculum, thereby promoting the development of textbooks with...

Borrowability and the notion of basic vocabulary

This paper reports on a collaborative quantitative study of loanwords in 41 languages, aimed at identifying meanings and groups of meanings that are borrowing-resistant. We find that nouns are more borrowable than adjectives or verbs, that content words are more borrowable than function words, and that different semantic fields also show different proportions of loanwords. Several issues arise when one tries to establish a list of the most borrowing-resistant meanings: Our data include degrees of likelihood of borrowing, not all meanings have counterparts in all languages, many words are compounds or derivatives and hence almost by definition non-loanwords. We also have data on the age of words. There are thus multiple factors that play a role, and we propose a way of combining the factors to yield a new 100-item list of basic vocabulary, called the Leipzig-Jakarta list.

Development of a vocabulary list for English textbook authorization: Reflection on vocabulary analysis programs and the basic vocabulary list

The present study attempted to evaluate existing vocabulary analysis programs and to develop a Korea Basic English Word Family List (KBEWFL) for updating the Korea Institute for Curriculum and Evaluation (KlCE) vocabulary analysis program. With the two purposes, the three existing analysis programs WordLister 2002, NLPTools and WordLister 2007 were examined. The analysis showed that it is necessary to develop a valid word family list based on the Korea Basic English Word List (KBEWU for improving the programs mentioned above. For this, the derivational regulations of the KBEWL were refined because the regulations were too abstract to be applied to all the words of the KBEWL. The developed KBEWFL was embedded in the KICE word analysis program for analyzing and authorizing English textbooks. In addition, the KBEWFL was uploaded onto the RANGE Program (Heatley, Nation, & Cox head, 2002) and also downloadable at http://cafe.daum.net/sdhera for academic uses. The article concludes with an emphasis on the importance of the need for amending the KBEWL by setting up more valid criteria. (67)

Exploring Learners' Pronunciation Practice Using a Character Agent: Chiefly on Consonant Clusters

The purpose of this study is to review the Adaptive MS-Agent in the structure of the CAL (character agent for learning) system, and to exemplify the method of practicing consonants and consonant clusters using a character agent. To achieve this purpose, the Basic Vocabulary List of the National Curriculum is analysed in terms of the types of consonants and consonant clusters, the agent functioning as a helper for e-learning and giving learners an adaptive coaching in the process of e-learning is reviewed in the structure of the CAL, and the types of English consonant clusters (initial consonant clusters, medial consonant clusters, and final consonant clusters) and consonants are reviewed. Learners of English commit errors such as nasalization, lateralization, palatalization, and glottalization in pronouncing consonant clusters due to the difference of syllable structure between Korean and English. These errors could be caused by the misapplication of typical phonological rules of Korean to English. The errors of consonant clusters considered in this study are ‘vowel insertion’ and ‘assimilation’. In this study, it is shown that such errors on consonant clusters can be corrected through the formal pronunciation practice using a character agent employed to play key roles in virtual environments.

영어과 개정 교육과정의 기본 어휘* 목록

This study aims to develop a basic vocabulary list for the revised national curriculum of English(NCE). Through the analysis of...

From DICOFLE to DEMOSTEN: The Evolution of a Lexis-Grammar to a Multilingual, Electronic Dictionary for Language Learners

This article reports on two projects (DICOFLE and DEMOSTEN) dedicated to the compilation of a ‘Basic French’ vocabulary list, the translation of this list into five European languages and the publication of the results as an electronic reference book for teachers and learners of French as a second language. In the first part we stress the combinations of highly frequent words to a list of basic French vocabulary. A corpus-based statistical extraction process is seen to be a necessary, but not sufficient, step in compiling the material. In the second part we outline the process of translating the vocabulary list into five European languages and discuss options for the electronic publishing of the material. The third part gives insights into the circular process of translation and revision of the basic vocabulary list.

Van Basiscursus Naar "Authentieke" Tekst

The basic point behind the present paper is the general premise that the student, irrespective of the method of instruction followed, is suddenly confronted with a large number of new words at the point when he moves from pedagogically determined text material to "authentic" materials, such as newspaper articles, advertisement, literary texts, etc. An attempt is made to have a clear insight, both quantitatively and qualitatively, into the vocabulary gap that requires bridging, via an analysis of the type of newspaper extract used in class (for reading comprehension) and of Dutch essays produced by French-speaking pupils (for written production). These two elements are further compared with a basic vocabulary list and with essays produced by Dutch-speaking pupils in their mother tongue. The following conclusions become apparent : a) among the "outsiders", i.e. words not in the basic vocabulary, a restricted number of loanwords (+ 15 %) and non-derived or non-compound words (± 25 %) were noted; b) the majority of "outsiders" were derived or compounds and chiefly verb forms ; c) compared with their Dutch-language peers the majority of French-speakers in using the items referred to in (b) are less ready to "play" with lexical variants; d) the characteristic noted in (c) is not only attributable to a more limited competence in word formation but also due to the fact that bilingual dictionaries provide insufficient information on the nuances expressed through prefixes or particles. The above observations lead to the conclusion that it is desirable to direct more attention to non-inflectional morphology at all levels -university, teacher training in particular, textbook and grammar instruc-tion. Research and conclusions relate to the teaching of languages made up of a rich non-inflectional morphology (in this case Dutch) to native speakers of a language whose morphology is relatively poor in non-inflectional items (e.g. French), and are not necessarily applicable to other languages

The Stylistic Significance of Consonantal SanaThi in Trukese and Ponapean

T HIS paper' examines consonantal sandhi in Trukese and Ponapean and proposes possible differences in its stylistic significance as between these two related Micronesian languages. It also considers the implications for phonological change of such stylistic preferences and of the underlying cultural attitudes toward speech. Trukese and Ponapean are mutually unintelligible but have rather similar structures. The degree of their relationship may be roughly gauged by the fact that they share about 40% of the Swadesh hundred-word basic vocabulary list. The inventories of consonant phonemes are quite similar. For purposes of this paper we may note that both languages have the same number of genetically equivalent and phonetically quite similar stops and nasals.