Lu, C and Dang, TNY orcid.org/0000-0002-3189-7776 (2022) Vocabulary in EAP learning materials: What can we learn from teachers, learners, and corpora? System, 106. 102791. ISSN 0346-251X
Abstract
Despite the role of teachers and learners in vocabulary learning and teaching, no studies have combined the information from these sources with that from corpora to examine vocabulary in EAP learning materials for learners in EFL contexts. This study employed a mixed-method approach which combined corpus, learners, and teachers to investigate vocabulary in all core materials in an EAP course for postgraduates in China. First, the vocabulary levels of 537 students in this course were measured. Then, the vocabulary in the course learning materials was analyzed with RANGE (Heatley et al., 2002). Finally, semi-structured interviews were conducted with six teachers teaching in the EAP course. As a whole the learners had mastered only the most frequent 1000 words. However, to achieve reasonable comprehension of their learning materials, they would need to know the most frequent 4000 words. Interviews with teachers also revealed that vocabulary in the materials appeared to be difficult for learners. One possible reason for the heavy vocabulary load of the learning materials was the insufficient attention to vocabulary in the design of these materials, which was in turn due to either the lack of knowledge or insufficient knowledge of research-based principles on vocabulary instruction.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Elsevier Ltd. All rights reserved. This is an author produced version of an article published in Systems. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Vocabulary; Test; Learning materials; Teacher cognition; Corpus; Lexical coverage |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Apr 2022 13:36 |
Last Modified: | 21 Mar 2024 01:13 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.system.2022.102791 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:185404 |
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