A Phrasal Expressions List

By Ron Martinez, N. Schmitt. 2012

322 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c21f155bcac4cdd652f87c49a4fa8c3162799620

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Citations in the corpus

How Many Words Do We Know? Practical Estimates of Vocabulary Size Dependent on Word Definition, the Degree of Language Input and the Participant’s Age (2016, background): “Martinez and Schmitt (2012) reported 505 such non-transparent expressions among the 5,000 most frequent words in English, suggesting that the estimates of Table 4 should be increased by 10% to include multiword expressions that cannot be derived from the constituent words.”
Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects (2018, background): “REACT 27,991 react (2331) reactant (882) reactants (1256) reacted (467) reacting (546) reaction (14114) reactions (3789) reactive (1260) reactivity (878) reactor (37) reactors (18) reacts (2195) unreactive (218) ACID 15,833 acid (11779) acidic (1189) acidity (205) acids (2660) ATOM 12,317 atom (4665”
The idiom principle revisited (2014, background): “Indeed, as pointed out in Martinez and Schmitt (2012), some MWEs are so common that they may not even stand out to native speakers as having MWE status (e.g. no one, each other, used to, a number of, rather than).”
Is There a Core General Vocabulary? Introducing the "New General Service List". (2015, methodology): “Finally, because the new-GSL was designed as a list of single words, further research is needed to account for multi-word lexical items such as the expressions on the PHRASE list (Martinez and Schmitt 2012).”
The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “Furthermore, the majority of these phrases in the necessary textual information are classified as commonly occurring (Martinez & Schmitt, 2012).”
How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “It has been proposed that extensive exposure is a key factor necessary for this acquisition (Nattinger and DeCarrico, 1992; Durrant and Schmitt, 2010; Martinez and Schmitt, 2012).”
The Routledge Handbook of Corpus Linguistics (2011, methodology): “Finally, corpora have also found their way into the development of study lists, including the Academic Word List (Coxhead 2000); the Academic Keyword List (Paquot 2010); the Phrasal Expressions List (Martinez and Schmitt 2012); the Academic Collocation List (Ackerman and Chen 2013); the Academic Voc”
The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses (2015, methodology): “The PHRASE List Users’ Guide by Martinez and Schmitt (2012) was used as a model for this purpose.”
Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? (2016, methodology): “The PHRASE List compiled by Martinez and Schmitt (2012), which includes many PVs, was fundamentally based on this assumption.”
Effect of Frequency and Idiomaticity on Second Language Reading Comprehension. (2011, background): “270 TESOL QUARTERLY Martinez and Schmitt (2010), for example, sought to compile a list of the most common expressions derived from the British National Corpus3 (BNC).”