Vocabulary learning through reading: Does an ELT course book provide good opportunities?
By Warren Matsuoka, D. Hirsh. Reading in a Foreign Language, 2010
141 citations recorded by the source corpus.
This study investigates the vocabulary learning opportunities in an ELT course book designed for upper-intermediate learners. All the words appearing in the 12 chapters of the text were analyzed. The results suggest that the text would provide opportunities to deepen knowledge of the second 1,000 most frequent words in English, and would provide a context for pre-teaching of academic words met in the text for learners on an academic pathway. The results also suggest that the text would provide minimal opportunities for learners to develop vocabulary knowledge beyond high frequency and academic words. The findings suggest a need to supplement use of such texts with an extensive reading program and other forms of language rich input to promote vocabulary development.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/a711be09a7ef27a676cfbcbf9a40180a7285e6be
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
- N. Schmitt
- E. Peters
- Bella Rozovski-Roitblat
- B. Laufer
- Stuart Webb
- A. Pellicer‐Sánchez
- Paul Nation
- Parveneh Tavakoli
In Developmental and Educational Psychology
- N. Schmitt
- Bella Rozovski-Roitblat
- E. Peters
- B. Laufer
- Stuart Webb
- A. Pellicer‐Sánchez
- Parveneh Tavakoli
- Johannes Eckerth
In Language and Linguistics
- Bella Rozovski-Roitblat
- N. Schmitt
- E. Peters
- B. Laufer
- Stuart Webb
- Lars Stenius Stæhr
- A. Pellicer‐Sánchez
- F. Boers
Citations in the corpus
- Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “…exposure to masses of reading material over time, which would improve their language competence including vocabulary (Lee, 2007; Mason & Krashen, 1997) and would insure a sufficient number of reoccurrences of newly encountered words (Horst, 2005; Horst, Cobb, & Meara, 1998; Matsuoka & Hirsh, 2010).”
- Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “In one example of this, Matsuoka and Hirsh (2010) analysed the vocabulary from the best-selling New Headway Upper Intermediate English textbook and found that of the 1,005 beyond-high-frequency word families, 66.4% occurred only once, and only 12.1% occurred five times or more.”