A New Academic Word List

By Averil Coxhead. 2000

2,936 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2f9c9f1ec78fbb6fddcc6a55cf8913f3ef002e5f

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Citations in the corpus

Effective Academic Vocabulary Instruction in the Urban Middle School (2010, positive): “From each text, we chose eight or nine high utility academic words that also appear on Coxhead's (2000) academic word list.”
Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers? (2008, background): “Less than 6 per cent of the words were not within the first 2,000 words of English or on the Academic Word List (Coxhead 2000), and most of these were proper names (e.”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “The development of the other 30 items on each test was informed by the construct of word frequency (Nation, 2001; Bauer & Nation, 1993; Coxhead, 1998, 2000; Cobb & Horst, 2004) as a way of ensuring increasing levels of difficulty.”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “In addition, the Baumann et al. (2002) study did not provide instruction in root words, which carry the crux of the meaning in preﬁxed words and are the source of the word families around which afﬁxed words are built (Coxhead, 2000; Nagy & Scott, 1990).”
Variability in Second Language Development From a Dynamic Systems Perspective (2008, methodology): “To measure the use of vocabulary, we looked at word length (WL) and two qualitative mea sures to assess lexical creativity: the type-token ratio (TTR) and degree of use of words from the Academic Word List (AWL) (Coxhead, 2000).”
Effect of Frequency and Idiomaticity on Second Language Reading Comprehension. (2011, background): “If that same learner also knew just two words in the text on the Academic Word List (Coxhead, 2000)—features and source—s/he would understand an additional 2.99%, affording that learner a knowledge of 98.51%—theoretically approximating nativelike levels of comprehension (Carver, 1994, p. 432).”
BICS and CALP: Empirical and Theoretical Status of the Distinction (2015, background): “In response to these critiques, Cummins and Swain (1983) and Cummins (2000) pointed out that the construct of academic language proficiency does not in any way depend on test scores to support either its construct validity or relevance to education. This is illustrated in Vincent’s (1996) ethnograph”
Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality (2018, positive): “Two of the most influential academic word lists in L2 research are the Academic Word Lists (AWL; Coxhead, 2000) and the Academic Formulas List (AFL; Simpson−Vlach & Ellis, 2010).”
The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test (2001, background): “D were written, an improved listing of academic vocabulary has been compiled from a new carefully-balanced academic corpus, the Academic Word List (AWL; Coxhead, 1998, 2000).”
How much input do you need to learn the most frequent 9,000 words? (2014, methodology): “uk/BNC), the movies and TV corpus came from movie scripts gathered from the internet, the spoken corpora were taken from the BNC demographic section (unscripted speech) and from the American National Corpus, the journal section came from the American National Corpus, and the academic corpus came fro”
Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension (2010, background): “If we say that a group of words, for example, the Academic Word List (AWL), which consists of 570 different words (Coxhead, 2002) provides coverage of 10% of an academic text, it means that 10% of an academic text (10% of all word tokens) consists of the AWL words.”