Lexical Coverage of Spoken Discourse

By S. Adolphs, N. Schmitt. 2003

267 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e06e4d1f7b38396fcb490c69ff3b82bb2b8d4261

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In Developmental and Educational Psychology

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Citations in the corpus

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.”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “The results of the current study support the findings of Adolphs and Schmitt (2003), S. Liu (1995), M. L. Liu (2011), van Zeeland and Schmitt (2013) and Andringa et al. (2012) regarding the importance of vocabulary size for listening comprehension among L2 learners.”
Current Perspectives on Vocabulary Teaching and Learning (2007, background): “We know that in order to participate in basic everyday oral communication, knowledge of the most frequent 2,000-3,000 word families in English provides the bulk of the lexical resources required (Adolphs & Schmitt, 2003; Schonell et al.,1956).”
Vocabulary size and the skills of listening, reading and writing (2008, unknown): “These figures are to some extent supported by an analysis of the spoken CANCODE corpus conducted by Adolphs and Schmitt (2003). Hence, there are some empirically supported indications of a fairly strong relationship between learners’ receptive vocabulary and their listening comprehension.”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, background): “It is clear from a wide range of research that certain vocabulary sizes are necessary to do certain things in language (e.g., Adolphs & Schmitt, 2003; Hazenberg & Hulstijn, 1996; Laufer, 1988; Nation & Waring, 1997).”
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).”
Review article: Instructed second language vocabulary learning (2008, methodology): “Based on the CANCODE tables from Adolphs and Schmitt (2003), they estimate that if only 90% coverage is required, the amount of vocabulary needed would be under 800 word families or under 1400 individual words, and if 95% coverage were required, then the amount needed would be over 2000 families and”
A reassessment of frequency and vocabulary size in L2 vocabulary teaching1 (2012, background): “For example, Adolphs & Schmitt (2003) found that it took a little over 2,000 word families to reach 95% coverage of the five-million-word CANCODE8 corpus, and around 3,000 individual word forms to reach 95% coverage of the 4.2-million-word conversational sub-section of the spoken component of the…”
A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition (2006, background): “For instance, around 3,000 spoken word families are required to cover about 96 per cent of the words used in daily conversation (Adolphs and Schmitt 2003). Similarly, 3,000 written word families are required for reading authentic texts (Laufer 1997). Furthermore, to match the lexicon of a native uni”
Vocabulary size revisited: the link between vocabulary size and academic achievement (2013, background): “For participating in an everyday conversation it is assumed a learner needs 2,000-3,000 of the most frequent English words (Adolphs and Schmitt 2003), whilst s/he needs 5,000 words to begin to read authentic texts (Schmitt 2007) and around 10,000 for starting an academic degree course (Hazenberg…”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, methodology): “However, a more recent analysis of the Cambridge and Nottingham corpus of discourse in English (CANCODE) conducted by Adolphs and Schmitt ( 2003 ) revealed that 2,000 word families provided a lexical coverage of less than 95% and that 3,000 word families would result in a lexical coverage of around…”
Academic vocabulary and middle school English learners: an intervention study (2009, result): “This finding is consistent with reading comprehension research that has shown that new words will likely not be learned from a context with many new or difficult words ( Adolphs & Schmitt, 2003; Biemiller, 1999).”