Vocabulary Preparation Research Articles

Assessing the Use of German Claims Data Vocabularies for Research in the Observational Medical Outcomes Partnership Common Data Model: Development and Evaluation Study.

National classifications and terminologies already routinely used for documentation within patient care settings enable the unambiguous representation of clinical information. However, the diversity of different vocabularies across health care institutions and countries is a barrier to achieving semantic interoperability and exchanging data across sites. The Observational Medical Outcomes Partnership (OMOP) Common Data Model (CDM) enables the standardization of structure and medical terminology. It allows the mapping of national vocabularies into so-called standard concepts, representing normative expressions for international analyses and research. Within our project "Hybrid Quality Indicators Using Machine Learning Methods" (Hybrid-QI), we aim to harmonize source codes used in German claims data vocabularies that are currently unavailable in the OMOP CDM. This study aims to increase the coverage of German vocabularies in the OMOP CDM. We aim to completely transform the source codes used in German claims data into the OMOP CDM without data loss and make German claims data usable for OMOP CDM-based research. To prepare the missing German vocabularies for the OMOP CDM, we defined a vocabulary preparation approach consisting of the identification of all codes of the corresponding vocabularies, their assembly into machine-readable tables, and the translation of German designations into English. Furthermore, we used 2 proposed approaches for OMOP-compliant vocabulary preparation: the mapping to standard concepts using the Observational Health Data Sciences and Informatics (OHDSI) tool Usagi and the preparation of new 2-billion concepts (ie, concept_id >2 billion). Finally, we evaluated the prepared vocabularies regarding completeness and correctness using synthetic German claims data and calculated the coverage of German claims data vocabularies in the OMOP CDM. Our vocabulary preparation approach was able to map 3 missing German vocabularies to standard concepts and prepare 8 vocabularies as new 2-billion concepts. The completeness evaluation showed that the prepared vocabularies cover 44.3% (3288/7417) of the source codes contained in German claims data. The correctness evaluation revealed that the specified validity periods in the OMOP CDM are compliant for the majority (705,531/706,032, 99.9%) of source codes and associated dates in German claims data. The calculation of the vocabulary coverage showed a noticeable decrease of missing vocabularies from 55% (11/20) to 10% (2/20) due to our preparation approach. By preparing 10 vocabularies, we showed that our approach is applicable to any type of vocabulary used in a source data set. The prepared vocabularies are currently limited to German vocabularies, which can only be used in national OMOP CDM research projects, because the mapping of new 2-billion concepts to standard concepts is missing. To participate in international OHDSI network studies with German claims data, future work is required to map the prepared 2-billion concepts to standard concepts.

THE IMPACT OF PRE-LISTENING ACTIVITIES ON EFL LEARNERS’ LISTENING COMPREHENSION

The present study investigated the extent to which four pre-listening activities, “pre-teaching vocabulary”, “content discussion”, “pre-reading questions” and “topic discussion,” assisted EFL learners with their performance on listening comprehension tests across two different proficiency groups (elementary and advanced). Both proficiency groups were divided into four experimental groups, and each was assigned one of the pre-listening activities. The findings revealed that in elementary level, vocabulary preparation and pre-reading questions groups respectively outperformed the two other groups, while in advanced level, vocabulary preparation and content discussion groups respectively outperformed the two other groups. Therefore, vocabulary knowledge should be emphasized more strongly in pre-listening activities.

The Contribution of Lexical, Grammatical, and Propositional Knowledge Preparation to L2 Listening Comprehension

Listening comprehension is a multifaceted L2 skill and its actual mastery has proved challenging for many EFL learners (Matthews, 2018). Pre-listening supports may help us change the dire situation in developing effective listening competence. Therefore, the current study tried to examine the effect of vocabulary preparation, grammar instruction and background knowledge activation as pre-listening tasks on the listening comprehension among 95 Iranian intermediate EFL learners in three experimental groups who were randomly selected from among 142 Iranian EFL learners after administration of a paper-based TOEFL. In group A, the teacher elaborated on the difficult grammatical structures of the listening comprehension (LC) test and the students did some exercises. Group B practiced related difficult words using synonyms, antonyms, and sentence examples. In group C, some topical knowledge about the content of the LC test was given and discussed. After the treatment, a valid researcher-made LC test was given to all groups. This procedure was followed for four more listening texts and after each treatment, a valid researcher-made LC test based on the text was administered. Data analysis using one-way ANOVA and Scheffe test revealed that background knowledge activation and vocabulary preparation significantly improved learners’ listening performances; however, grammar preparation did not exert a significant influence on EFL listening comprehension. These results were confirmed by the experts’ attitudes in the subsequent qualitative phase of the study. These findings suggest that EFL teachers should use background knowledge activation and lexical preparation prior to the main listening tasks.

Application of COCA in EFL Writing Instruction at the Tertiary Level in China

English writing plays an increasingly important role in the context of globalization. However, Chinese college students’ writing skills of English as a Foreign Language (EFL) are quite deficient and EFL writing instruction at the tertiary level in China is confronted with enormous difficulties. To handle this situation, we suggest the application of Corpus of Contemporary American English (COCA) in college English writing instruction to resolve current problems such as learners’ insufficient exposure to authentic linguistic materials, inactive thinking, lack of motivation to write, and teachers’ heavy workload of making assessment. The application of COCA runs through the whole process of writing. At pre-writing stage, COCA is applied for idea inspiration and vocabulary preparation; at while-writing stage, COCA is used for eliminating erroneous usages and improving language quality, especially lexical accuracy and complexity; at post-writing stage, the application of COCA aims at giving effective feedback by improving the quality of different forms of assessment, i.e. teacher, self- and peer assessment.

Engaging student interpreters in vocabulary building: Web search with computer workbench

AbstractThis paper investigates the usefulness of Web portals in a workbench for assisting student interpreters in the search for and collection of vocabulary. The experiment involved a class of fifteen English as a Foreign Language (EFL) student interpreters, who were required to equip themselves with the appropriate English vocabulary to handle an interpreting task they had been assigned. The subjects were given the same topic for vocabulary building in two stages – one stage without and the other stage with the use of the workbench. They were not allowed to repeat vocabulary items in the two stages. They documented their experience in vocabulary preparation in the first stage, and provided think-aloud protocols for the second stage. They also completed a questionnaire and submitted two portfolios. The vocabulary portfolios compiled during the two stages were then compared. The results indicate that, with the use of the workbench, the subjects were more efficient in performing the task of building vocabulary by searching for the required vocabulary, and were able to build a vocabulary portfolio that was larger in size and richer in variety. The data also reveal that most students make use of Web portals that have a specific focus, rather than general search engines. The findings provide important information to support the use of the workbench as a tool for training EFL student interpreters in vocabulary building, and also show that guided Web portals are essential for users who need to perform Web-based language learning activities to achieve efficient search results.

The Impact of Two Types of Vocabulary Preparation on Listening Comprehension, Vocabulary Learning, and Vocabulary Learning Strategy Use

Considering previous studies of the impact of vocabulary preparation before listening comprehension, this research investigated the impact of oral and written pushed output as two types of vocabulary preparation on listening comprehension, active and passive vocabulary learning, and vocabulary learning strategy use. Forty-one female adult Iranian EFL students at intermediate level participated in this study. As a treatment, they received two lists of new words which were learned separately through oral and written pushed output. This was followed by tests of active and passive vocabulary and listening comprehension. They also completed a vocabulary learning questionnaire before and after the treatment to detect any changes due to the treatment. We reached three pairs of scores for each participant including two active and two passive vocabulary test scores and two listening test scores for words treated through oral and written pushed output, separately. Statistical analyses indicated that vocabulary learning through oral pushed output was more effective in promoting listening comprehension and active vocabulary learning than vocabulary learning through written pushed output. Generally, vocabulary leaning through pushed output had a positive significant effect on vocabulary leaning strategy use. However, regarding passive vocabulary learning, the two types of treatment did not make any significant difference.

The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use

Building on previous studies of the effects of planning on second language learners’ (L2) oral narratives and writing, this research reports an investigation of the effects of vocabulary preparation prior to a listening comprehension test on L2 learners’ vocabulary performance, listening comprehension, confidence levels and strategy use. The participants were given three different lengths of preparation time to study new vocabulary that would be heard in a listening text. The instruments involved a vocabulary test, a listening comprehension test, and a questionnaire to elicit their confidence levels and strategy use. A semi-structured interview was conducted immediately after the test. The results show that though a consistent pattern was found for the tests of vocabulary and listening comprehension (the more preparation time they had, the higher score they achieved) significant differences between groups were detected only in the vocabulary test but not in the listening comprehension test. In relation to the level of confidence and strategy use, the group with 30-min preparation showed the highest levels of confidence and more strategy use, followed by the group given 1-week preparation. It is concluded that allowing students to study vocabulary before a test could improve their vocabulary knowledge and confidence but not their listening comprehension. In the light of students’ responses in the questionnaire and reports in their interviews, the paper discusses a few problems participants had studying the vocabulary and suggestions are made for the teaching of listening.

A computerized communication message preparation program that “learns” the user's vocabulary

This article describes the evaluation of an efficient augmentative and alternative communication program for a microcomputer that considers the features of speed, flexibility, expense, and vocabulary preparation time. The program uses frequency-based prediction algorithms and menu selection to reduce word cost while maintaining complete vocabulary flexibility. Two studies of how this program affected word cost and a third study in which the program was field tested with an augmentative communication user are repotted. The research highlights the interdependence of word cost and selection time in determining communication rate.

Generation of a 1000-word vocabulary for a pulse-excited vocoder operating as an audio response unit

The IBM 7772 Audio Response Unit provides standard digital computers with audio-response capability. Vocabulary words and/or sentences are stored in the random-access digital memories of the computer. The coded voice requires 2400 bits per second, and is reconverted into audio by the 7772 audio response unit, which is the synthesizer part of a pulse-excited channel vocoder. It will be shown that the same unit may contain several synthesizers, and thus may answer to several inquiries at the same time, thanks to a multiplexing of the coded voice in the central processing unit. The units are delivered with a 1000-word basic vocabulary in the American English language. To ensure a sufficient level of quality to the synthetic voice, special care must be paid to the vocabulary preparation. The paper will present solutions to problems encountered during vocabulary preparation, especially concerning speaker selection, recordings of words, digitization, quality improvement by software techniques, and message composition. This vocoder is being used with languages other than American English, and with male and female voices. Based on this experience, a comparison will be made between the various languages that have already been processed.

Flexible analog time compression of short utterances

A technique for decreasing (or increasing) the duration of spoken words or short phrases is of practical interest in relation to vocabulary preparation for computer speech output devices. A natural-sounding compressed output is the result of: 1) proper manipulation of the analog signal; 2) providing the user with convenient operating controls and immediate aural feedback; and 3) providing flexible selective compression characteristics. The implementation of this technique involves an audio magnetic tape loop with adjustable multiple playback heads and associated recording, playback, and control circuitry. The major design aspects of this device, its application to vocabulary preparation for a computer audio response unit, and its usefulness for the study of speech perception will be presented.

The Terminology Work of IFIP and ICC

The preparation of a multilingual vocabulary of a specialized subject (namely, Automatic Data Processing), presents difficulties, some of which are described. The methods of the International Federation for Information Processing and the International Computation Centre separate and clarify these difficulties, and constitute an advance in the technique of vocabulary preparation.

The terminology work of IFIP and ICC

The preparation of a multilingual vocabulary of a specialized subject (namely, Automatic Data Processing), presents difficulties, some of which are described. The methods of the International Federation for Information Processing and the International Computation Centre separate and clarify these difficulties, and constitute an advance in the technique of vocabulary preparation.