Range Of Vocabulary Research Articles

Arabic vocabulary range in the beginner level according to the Common European Framework of Reference for Languages (CEFR)

يتناول هذا البحث موضوع نطاق المفردات العربية في المستوى المبتدئ وفقًا للإطار الأوروبي المرجعي الأوروبي المشتركCEFR. ويهدف البحث إلى الإجابة عن السؤالين التاليين: ما الإطار الأوروبي المرجعي للغات CEFR؟ وما نطاق المفردات في ذلك الإطار وما علاقتها بقوائم الشيوع.
 يحدد الإطار الأوروبي المرجعي المشترك CEFR ستة مستويات لكفاءة اللغة، ولكل مستوى متطلباته الخاصة لنطاق المفردات. ويوصي الإطار باتباع بعض المعايير عند اختيار المفردات وتشمل: مجالات الموضوعات المطلوبة لتحقيق المهام التواصلية ذات العلاقة بحاجات المتعلم، والوحدات المعجمية الأكثر ترددًا في المجال العام أو في مجال موضوعات محددة، والقيم الثقافية والمعتقدات التي يتميز بها الناطقون باللغة المتعلمة.
 يمكن من خلال واصفات الإطار الأوروبي المرجعي المشترك CEFR التوصل إلى حجم المفردات المناسب لكل مستوى من مستوياته. ولكن هناك ندرة شديدة في الدراسات التي سعت إلى قياس حجم المفردات لدى متعلمي اللغة العربية غير الناطقين بها.
 وتناول هذا البحث موضوع نطاق المفردات وفقا للإطار الأوروبي المرجعي الأوروبي المشترك (CEFR). بالتعرف على هذا الإطار أولا ومستوياته التعليمية المختلفة ثم التطرق إلى نطاق المفردات فيه وعلاقته بقوائم الشيوع ومعايير اختيار المفردات المناسبة لمستوياته، ومناقشة مستوياته وصولا إلى عرض النتائج والتوصيات.

Addressing Language and Study Skills Challenges in Online Undergraduate EMI Courses

English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students completed a questionnaire, rating their perceived challenges in the areas of writing, speaking, reading, listening, and study skills. The results showed that they faced particular challenges with reading and study skills (especially self-motivation), as well as vocabulary range, which affected more than one skill. Corroborating existing research, students with less secondary school EMI experience reported greater challenges. As providing English for Academic Purposes (EAP) courses is a primary way to support the language skills of students in EMI settings, we offer guidance to EAP practitioners who seek to help their students overcome the challenges identified in this article. As online technology continues to deliver content in tertiary education, EAP courses must be closely aligned with the language and study skills needs of students in digital EMI environments.

Promoviendo el juego de roles para el aprendizaje interactivo para desarrollar habilidades comunicativas

Introducción The goal of the current research project is to assist students in developing their communication skills, which makes it intriguing. The use of the role-playing technique on students to encourage their interaction with the English language in real-time also serves to develop fluency and accuracy in the oral presentation of English in this context. This study was crucial because it could easily be integrated into the curriculum and because it aimed to develop cultural variety by enhancing language proficiency and reinforcing knowledge via the use of various stories. Also, the value of role-playing supports the teaching and learning environment by engaging students and achieving immersive learning. This research project aims to analyze the influence of role-playing on communicative skills. The participants were 34 students in the 5th semester in the career of “Pedagogía de los Idiomas Nacionales y Extranjeros” at “Universidad Técnica de Ambato”. The research was collected in three stages: pre-test, treatment, and post-test, in 8 interventions. The pre-test consists of 2 parts taken from a B1 Cambridge PET which are: speaking and writing. The intervention process involved presenting slides with information about role-playing, the different topics to be covered and a small demonstration of each role-playing to be carried out in each class, worksheets to practice grammar skills and other helpful resources. In contrast to the pre-test phase, where they frequently made fossilized mistakes, the post-treatment pupils demonstrated better communication abilities by speaking with more assurance and expanding their vocabulary. If the treatment had been applied for a longer period, the improvement and influence would have been more noticeable. Objetivos To determine the influence of role-playing in the improvement of communicative skills. Método Pre-experimental Principales resultados The data collected was taken from the pre-test and post-test which were based on a Cambridge standardized test. The criteria to assess students the progress for evaluating speaking and writing performance B1 was grammar and vocabulary, discourse management, pronunciation, and interactive communication. Hence, 18 was the greatest score and 6 was the lowest for each criterion. The findings from the pre-test and post-test are contrasted in this table. The speaking and writing pre-test averages are shown in the first column, along with the final average of these scores, which is 21.8 out of a possible 40 points. Secondly, in the second column presented the post-test averages of both parts are displayed in the subsequent column following the interventions, with the combined averages producing a total score of 24.44 out of a possible 40 points. It demonstrates that the speaking section scored 1.70 points higher than the writing section, which scored 0.94 points higher. Conclusiones After a thorough evaluation procedure, it was discovered that the children had a medium-low level. This is based on the results of the tests used to evaluate the students, and even after the interventions, they continue to utilize fossilized errors and a narrow vocabulary range at this level. Even though there weren’t enough sessions, role-playing proved effective in helping students in the fifth semester with their communication abilities. As a result, it is possible to show the difference between the pre-test and post-test and the advantages of using different topics to involve the class during the lessons. Additionally, the best settings were sports, animals, shopping, traveling, and transportation.

언어 네트워크 분석 방법을 활용한 한국어 강연 어휘 분석 연구

This study uses text mining to analyze the lexical corpus found in the introductory phrase of South Korean “Sebasi Talk” speeches, categorizing the speeches into different topics. Sebasi Talk speeches can be classed into three themes with the following implications. First, through the theme “Family and Social Connections,” Korean learners can develop an understanding of the importance of family, social relationships, and the pursuit of happiness as the theme conveys the significance of the family as a social unit in Korean culture. Second, the theme of “Personality and Happiness of Success,” enables learners to understand the social perspective of being recognized for their values and pursuing success and happiness simultaneously, as the theme indicates that personality growth, goal achievement, and self-awareness are related to pursuing happiness. Third, through the theme “Social Change and Technological Innovation,” learners can examine the perception of social relationships and understand the importance of technological progress and knowledge, considering that keywords such as world, future, and society appear frequently in this theme. Consequently, this study can help learners improve their language skills by expanding their vocabulary range through the various topics of Sebasi Talks.

The Effectiveness of Blended Learning in Improving the Vocabulary Range of Postgraduate Students

The Effectiveness of Blended Learning in Improving the Vocabulary Range of Postgraduate Students

Lexical mix in Artem Chapai’s novel «Ponaihaly»

Modern Ukrainian artistic discourse is free from censorship; consequently many authors of literary texts actively use obscene language trying to realistically reproduce informal oral speech. The proposed article analyses the types of non-literary vocabulary used by Artem Chapai in the novel «Ponaihaly» (2015). The purpose of the work is to clarify the structural, semantic, and functional features of the non-literary vocabulary in the novel: slang, the mixture of different languages (surzhyk), barbarisms, etc.
 The research material includes more than 350 words of substandard vocabulary, taken from the novel. The work employs the following research methods: descriptive; comparative; elements of functional, component, and thematic analysis; as well as quantitative calculations.
 It was established that the language of the novel is a mix of the Ukrainian literary base and a wide stylistically reduced range of slang vocabulary, surzhyk units, barbarisms, dialect words, and vulgarisms. Each group of the mentioned vocabulary (except vulgarisms) is analysed by thematic groups, structure, etc. In particular, 220 slang words were subdivided into 1) evaluative names of people and their characteristics; 2) slang units for objects and phenomena; 3) slang words to denote human activities and states; 4) slang lexemes presenting an assessment of the particular situation.
 Among 80 recorded units of surzhyk, several groups were distinguished: 1) Ukrainian lexemes phonetically changed under the influence of Russian; 2) Russian words phonetically adapted to Ukrainian pronunciation; 3) Russian words; 4) linguistic twists formed by mixing morphemes. A group of barbarisms and ways of their functioning in the text was also analysed.
 The author made the conclusion that such vocabulary mix of the novel is justified because A. Chapai tried to convey the live speech of modern urban teenagers and the specifics of Ukrainian migrants’ communication in other countries.

The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan

Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.

Brain Lateralization for Language, Vocabulary Development and Handedness at 18 Months

Is hemisphere lateralization for speech processing linked to handedness? To answer this question, we compared hemisphere lateralization for speech processing and handedness in 18-month-old infants, the age at which infants start to produce words and reach a stable pattern of handedness. To assess hemisphere lateralization for speech perception, we coupled event-related potential (ERP) recordings with a syllable-discrimination paradigm and measured response differences to a change in phoneme or voice (different speaker) in the left and right clusters of electrodes. To assess handedness, we gave a 15-item grasping test to infants. We also evaluated infants’ range of vocabulary to assess whether it was associated with direction and degree of handedness and language brain asymmetries. Brain signals in response to a change in phoneme and voice were left- and right-lateralized, respectively, indicating functional brain lateralization for speech processing in infants. Handedness and brain asymmetry for speech processing were not related. In addition, there were no interactions between the range of vocabulary and asymmetry in brain responses, even for a phoneme change. Together, a high degree of right-handedness and greater vocabulary range were associated with an increase in ERP amplitudes in voice condition, irrespective of hemisphere side, suggesting that they influence discrimination during voice processing.

Developing literature review writing and citation practices through an online writing tutorial series: Corpus-based evidence

Writing a literature review (LR) in English can be a daunting task for non-native English-speaking graduate students due to the complexities of this academic genre. To help graduate students raise genre awareness and develop LR writing skills, a five-unit online tutorial series was designed and implemented at a large university in Canada. The tutorial focuses on the following features of the LR genre: logical structure, academic vocabulary, syntax, as well as citation practices. Each tutorial unit includes an interactive e-book with explanations, examples, quizzes, and an individual or collaborative LR writing assignment. Twenty-nine non-native English-speaking graduate students from various institutions participated in the tutorials and completed five writing tasks. This study reports on their developmental trajectories in writing performance in terms of cohesion, lexical features, syntactic features, and citation practices as shown in three individual writing tasks. Corpus-based analyses indicate that noticeable, often non-linear, changes are observed in several features (e.g., use of connectives, range and frequency of academic vocabulary) across the participants' writing samples. Meanwhile, citation analysis shows a steady increase in the use of integral citations in the participants' writing samples, as measured with occurrence by the number of sentences, along with a more diverse use of reporting verbs and hedges in their final writing samples. Pedagogical implications are discussed.

Ganz entspannt im hier und jetzt: Fostering social presence in communicative language instruction—Before, during, and after the pandemic

Ganz entspannt im hier und jetzt: Fostering social presence in communicative language instruction—Before, during, and after the pandemic

Correlation of Students’ Vocabulary Range to their Listening and Speaking Performance

This study aimed to identify the correlation of vocabulary range to performance in listening and speaking. The study used the descriptive correlation research design to establish the relationship of the students’ vocabulary size to their Listening and Speaking Skills. Pearson's correlation coefficient (r) was used to measure the strength of relationship between the two variables- vocabulary size and Listening and Speaking Skills. Vocabulary Level Test, adapted from Nation (1990) [1], was used to measure vocabulary range, and the listening and speaking skills final mark was used for students’ performance in listening and speaking. Based on the findings, vocabulary range has no significant relationship to listening and speaking skills of students. The result shows that students who have average vocabulary range can still achieve high performance grade in speaking and listening courses.

The Relative Contribution of Vocabulary Knowledge and Syntactic Knowledge to L2 Reading Comprehension

The purpose of this study was to investigate: 1) the relationship between L2 vocabulary/ L2 syntactic knowledge and L2 reading comprehension and 2) the relative role of vocabulary and syntactic knowledge in L2 reading comprehension. L2 reading comprehension was examined as literal, inferential, and evaluative comprehension as well as general reading comprehension. For this study, 47 Korean software high school EFL learners were administered a vocabulary knowledge test, a syntactic knowledge test, and a reading comprehension test. Results revealed that vocabulary as well as syntactic knowledge significantly correlated to general reading comprehension; however, vocabulary knowledge was correlated to literal and inferential comprehension, and syntactic knowledge to inferential and evaluative comprehension. For vocabulary knowledge, all of the frequency bands except 2K and 4K word families of the Vocabulary Size Test (VST) (Nation & Beglar, 2007) significantly correlated to general reading comprehension and inferential comprehension; however, low-frequency vocabulary showed the connection with literal comprehension, and high-frequency vocabulary with evaluative comprehension. Additionally, only syntactic knowledge played a crucial role in general reading comprehension and inferential comprehension, after controlling for other variables. Vocabulary knowledge was not found to be a significant predictor of reading comprehension. The findings imply the need for teaching syntactic knowledge as well as a broad range of vocabulary, in a Korean EFL reading comprehension class.

Exploring genre variation and simplification in interpreted language from comparable and intermodal perspectives

Abstract This article explores genre variation and simplification in interpreted language from both comparable (interpreted vs. non-interpreted/non-mediated) and intermodal (interpreted vs. translated) perspectives. It draws on a newly built unidirectional comparable and intermodal corpus named the LegCo+, which features legislative proceedings in the Legislative Council of Hong Kong (including originals and their translations and interpretations from Cantonese to English), as well as original plenary speeches delivered by native English speakers in the UK Parliament. It investigates the variation patterns of four simplification features in three dimensions, namely, standardized type-token ratio (STTR) and list heads for lexical diversity, lexical density for informativeness, and average sentence length for lexical sophistication. It aims to uncover the effects of mediation and genre, as well as their interaction effects on linguistic variation. The results indicate that texts of different mediation statuses and genre categories vary with respect to simplification patterns. From a comparable perspective, interpretations rely on a narrower range of vocabulary than non-interpretations, but they are also more informative, and such informativeness is dependent on genre categories. Intermodally speaking, interpretations exhibit consistent patterns of simplification, indicating a strong modality (or mode of mediation) effect.

Using Young Adult Language to Describe the Effects of Simultaneous Alcohol and Marijuana Use: Implications for Assessment

Introduction: Prevalence of alcohol and marijuana use is highest in young adulthood and an increasing number of young adults report simultaneous alcohol and marijuana (SAM) use, which is consistently linked with numerous negative consequences. To better understand reasons for engaging in SAM use and to refine measurement of subjective effects of SAM use, this study aimed to identify (1) how young adults describe subjective experiences during a SAM use occasion and (2) how language describing subjective effects changes as a function of level of alcohol and marijuana use. Methods: Using Amazon’s Mechanical Turk (MTurk), 323 participants (53.6% women, 68.4% White, M age = 23.0 years) who reported past-month heavy episodic drinking and past-month SAM use were asked to list words to describe how they feel when using only alcohol, only marijuana, and various combinations of alcohol and marijuana. Results: SAM use language varied as a function of age and substance use behavior but was not associated with sex or race. Large differences in the terms used to describe subjective effects were observed when comparing different combinations of alcohol and marijuana use; most notably the term “cross-faded” appeared primarily when engaging at the heaviest combinations of alcohol and marijuana. Conclusion: Young adults have a wide range of vocabulary for describing subjective effects of SAM use, and subjective effects vary as a function of the level of each substance used. Future research should consider integrating such contemporary language when measuring subjective effects of SAM use.

REVIEW SPAM DETECTION USING MACHINE LEARNING

Reviews, ratings, and experience stories left by customers on e-commerce websites and other online services are helpful to both buyers and sellers. The reviewer can foster more brand loyalty and aid in the understanding of other consumers' product experiences. Similar to how reviews help customers earn more profiles, reviews help businesses sell more things by enhancing customer satisfaction. However, suppliers may, unfortunately, abuse these review processes. For instance, one might fabricate positive evaluations to boost the reputation of a brand or attempt to denigrate rival brands' goods by posting fictitious reviews about them. Utilizing various machine learning techniques and tools are examples of existing solutions with supervision. Unlike previous work, I decided to use a wide range of vocabulary to work with, such as many datasets integrated into one enormous data set, rather than a confined dataset. Based on the reviews' text and emoji usage, sentiment analysis has been implemented. Review fraud is recognised and classed. The use of the Linear SVC, Support Vector Machine, and Random Forest algorithms yields the test results.

'I think writing is everything': An exploration of the writing experiences of people with aphasia.

Written communication has become an increasingly important part of everyday life in social, educational and professional spheres. The substantial increase in writing via the internet and mobile technologies provides both an opportunity for social engagement and distinct challenges for people with aphasia. Within the current literature there has been limited research into the lived experiences of people with aphasia of their writing difficulties and how these affect their ability to communicate. This qualitative study aimed to explore the experiences of people with aphasia of living with language-related writing difficulties and the impact of these on their lives. Eight people with post-stroke aphasia and writing difficulties took part in semi-structured interviews. The interviews were analysed using inductive reflexive thematic analysis. Two themes were found in the data. The first theme was a gradual and effortful improvement to writing: Participants described how writing had improved since their stroke due to strategies and support, but they still found writing to be difficult and frustrating and described many barriers to writing. The second theme was the importance of writing for fulfilling adult social roles: Participants found writing to be important for communicating with family, friends and organizations, but their participation in society and self-esteem and confidence were impacted by writing difficulties; reduced social roles meant reduced need for writing, but participants were still motivated to work towards writing goals. The findings demonstrate the emerging importance of writing skills for people with aphasia with respect to communication, well-being, participation and inclusion in society, and carrying out social roles. They provide an insight into the process of improvement, including the difficulties, facilitators and barriers. Implications for speech and language therapy assessment and management are discussed. What is already known on the subject People with aphasia have difficulties with writing that can affect their ability to communicate. A small body of qualitative research has provided insights into individuals' experiences of literacy difficulties. More research is needed to understand the writing experiences of people with aphasia to help design appropriate assessments and interventions. What this paper adds to existing knowledge Participants experienced gradual and effortful improvement since their stroke. They felt negative about aspects of their writing, including speed, accuracy and range of vocabulary. Writing was facilitated through assistive technologies, spelling practice and support from others; barriers included technology, lack of time, stroke-related symptoms and others' lack of awareness about aphasia. Participants considered writing skills to be important, particularly for communication, carrying out adult social roles and participating in society, and were therefore still working towards goals related to everyday writing activities. What are the potential or actual clinical implications of this work? This study suggests that speech and language therapy assessment should include interviewing participants about their activities, strengths, difficulties, facilitators and barriers in writing, and informal assessment of a range of functional writing tasks. Intervention should be tailored to the individual's needs. This should include meaningful activities that relate to functional everyday writing and, where appropriate, self-management, compensatory technologies and group approaches, while making use of existing strategies identified by the individual.

A comparative study of lexical richness in English writing by Chinese senior high school students

ABSTRACT This corpus-based study investigates lexical richness in English writing by Chinese senior high school students. Lexical uses in 303 compositions were compared across three grades in terms of lexical sophistication, variation, density and errors. Timed compositions were sampled from Writing Corpus of English Learners, and the sample sizes of three grades remained almost the same. The data were analysed through Range and Lexical Complexity Analyser to compute the four measures. In general, it is found that these students used a limited range of vocabulary and committed a number of lexical errors. In particular, one-way ANOVAs, Kruskal-Wallis tests, and post-hoc analyses showed that the growth of sophisticated word ratio accelerated in the first two years but decelerated in the third year. Lexical variation gained a significant increase across grade levels. Lexical word ratio decreased remarkably but increased slightly during the three-year learning. There were non-significant decreases in lexical errors between adjacent grade levels. These lexical features can be largely attributed to students’ insufficient mastery of cohesive devices, improper English instruction in classes and pressure of the National College Entrance Examination. Based on these findings, we provide suggestions for foreign language teaching in senior high schools in China and other educational contexts.

Students’ Perceptual Experience on Using Video in Learning English Vocabulary

Learning a language requires a large range of vocabulary in its language to position a learner on the communication level. Consequently, teaching vocabulary is spotted as important since it is becoming a key component of language proficiency and as basis of learners to develop their listening, speaking, reading and writing. Media in teaching vocabulary becomes significant as media existence is to help teachers to deliver the topic and help learners to easily understand the topic. There are many types of media available, and video is one of them. The recent study focuses on students’ perceptual experience on using video in learning English vocabulary at the 10th grade students of SMA Oikoumene in Manokwari, Papua Barat Province, and the hindrance faced by students. Therefore, to meet the aims, a questionnaire and an open-ended question were employed to collect the data from 23 participants filled the questionnaire and 10 participants interviewed. There were 20 items on the questionnaire which grouped into three themes namely general information related to the use of video in learning vocabulary, using video support students’ learning, and video motivate students. The data presented that the score of each theme was 3.00 which categorized as positive, and the biggest obstacle faced by students were the unstable internet networking and run out of credit. Finally, the use of video in teaching English at SMA Oikoumene Manokwari has to be kept up due to support and motivate students learning.

Investigating whether a flemma count is a more distinctive measurement of lexical diversity

Lexical diversity (LD) measures (i.e., vocabulary range deployed in a written or spoken sample) have been shown to predict L2 language proficiency. Treffers-Daller et al. (2018), however, suggest that the analysis unit influences LD measures’ predictability of language proficiency and highlight the greater impact of lemma count on LD measurement. Despite evidence of lemma count usefulness, no single LD study has empirically examined a flemma count. We therefore partially replicate Treffers-Daller et al. to explore potential flemma count influences on LD measure writing predictability, compared to simple and lemma counts. We analyzed 105 Chinese L2 learner IELTS essays, completed at a UK university. We computed LD scores for non-lemmatized, lemmatized and flemmatized texts using three basic LD measures ( Types, T TR, Guiraud’s Index ), and three sophisticated measures ( D, MTLD, HD-D ). Results suggest that both flemmatization and lemmatization influenced LD scores and measures. LD measure predictability is dependent on the analysis unit. All three basic measures and D were reliable writing indicators, based on flemma and lemma counts, whereas HD-D was a better writing predictor once simple and lemma counts were applied. However, MTLD failed to predict any writing level. We conclude that different analysis units have different influences on LD measures. • Lemmatization vs flemmatization is important in lexical diversity assessment. • Lexical diversity measures are important indicators of writing proficiency. • Lexical diversity measures’ predictability is dependent on the word counting criterion. • Flemma and lemma counts are more distinctive lexical units than simple count.

Słownictwo rzemiosł w drewnie w publikacjach internetowych (na przykładzie tekstów o stolarni „Wióry lecą”)

The aim of the following paper is to examine what range of vocabulary connected with handcrafting in wood in contemporary everyday Polish is used by amateurs creating in wood as well as by authors of texts depicting the beforementioned handicraftsmen. The source material has been excerpted from the website publications related to urban carpentry shop Wióry lecą. The Linguistic Field Theory has been applied to present 150 lexical items ( 557 used in total), where 132 items are noted in the selected Polish dictionaries and 18 names are neologisms. The analysis of the source material proves that the vocabulary connected with handicraft in internet publications is the lexical reflection of their work, creation in wood and also their emotional attitude towards raw material.