The Lexical Coverage of Movies

By Stuart Webb, M. Rodgers. 2009

296 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4a94eea36a01a5df90673efac1f362aac3dee8c3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Stuart Webb
2. E. Peters
3. N. Schmitt
4. A. Chang
5. Kazuya Saito
6. Yanxue Feng
7. C. Muñoz
8. G. Pujadas

In Language and Linguistics

1. Kazuya Saito
2. E. Peters
3. Stuart Webb
4. N. Schmitt
5. P. Trofimovich
6. A. Chang
7. T. Isaacs
8. Yanxue Feng

In Literature and Literary Theory

1. Stuart Webb
2. N. Schmitt
3. E. Peters
4. A. Chang
5. Kazuya Saito
6. C. Muñoz
7. P. Trofimovich
8. G. Pujadas

Citations in the corpus

• Extensive Viewing: Language Learning Through Watching Television (2015, background): “[There is also an argument for including L2 movies within an extensive viewing approach (see Webb & Rodgers, 2009a; Webb, 2010b); however, because L2 television offers advantages over movies such as shorter running times and the development of background knowledge through viewing different episodes…”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “…used in the classroom regularly to promote L2 learning as some researchers have recommended (e.g., Peters & Webb, 2018; Rodgers & Webb, 2011, 2019; Webb, 2011, 2015; Webb & Nation, 2017; Webb & Rodgers, 2009), research examining its efficacy in relation to reading and listening is clearly needed.”
• INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “More recently, studies have suggested that knowledge of the 3,000 most frequent word families might be sufficient for comprehension of spoken discourse (Van Zeeland & Schmitt, 2013a; Webb & Rodgers, 2009a, 2009b).”
• Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “Corpus studies have also determined the lexical composition of various genres of L2 oral discourse, such as daily conversations (Adolphs & Schmitt, 2003), TV programs (Webb & Rodgers, 2009a) and movies (Webb & Rodgers, 2009b), which might be required for successful comprehension of these genres.”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “Nation (2006) suggested that proper nouns have a minimal learning burden; and Webb and Rodgers (2009b) showed in their study of the lexical coverage of movies that if learners knew proper nouns and marginal words (e.g. ah, oh, huh) they could reach 95.76% coverage with the most frequent 3,000 word…”
• Second Language Vocabulary Growth (2012, background): “If they know the most frequent 3000 words, they will know about 95% of the words in movies and television (Webb and Rodgers, 2009a, 2009b).”
• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “…words up to and including the 5,000 frequency level was that knowledge of this range of words is likely to make up the core of lexical knowledge needed for adequate levels of L2 listening and L2 reading (Adolphs & Schmitt, 2003; Laufer & Ravenhorst-Kalovski, 2010; Webb & Rodgers, 2009a, 2009b).”
• Is There a Core General Vocabulary? Introducing the "New General Service List". (2015, background): “It has been a basis for the frequency dictionary of written and spoken English (Leech et al. 2001) and a source of frequency lists used in a number of vocabulary studies (e.g. Nation 2004; Gilner and Morales 2008; Webb and Rodgers 2009).”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, methodology): “Webb and Rodgers (2009a) suggested that learners are likely to need a vocabulary size of 2,000 to 4,000 word families (plus proper nouns and marginal words) to understand L2 TV.”
• A reassessment of frequency and vocabulary size in L2 vocabulary teaching1 (2012, background): “Webb & Rodgers (2009a) analyzed the language of 88 television programs and found that knowledge of the most frequent 3,000 word families (plus proper nouns and marginal words (oh, uh, mmm and ah)) provided 95.45% coverage (this ranged from 2,000 to 4,000 word families in different TV genres).”