Vocabulary Demands of Television Programs

By Stuart Webb, M. Rodgers. 2009

374 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/eba60c19bb79f70e4faa55e690fc00898fbaa6b7

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

In Language and Linguistics

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

In Literature and Literary Theory

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

Citations in the corpus

• Vocabulary learning through reading: Does an ELT course book provide good opportunities? (2010, background): “…(Laufer & Nation, 1995; Morrow, 1997), information pamphlets (Muhammad, 1990), a variety of types of input including novels, newspaper text, a graded reader and a movie (Nation, 2006), a combination of press, academic, and fiction texts (Cobb, 2007), and television programs (Webb & Rodgers, 2009).”
• 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).”
• Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “Previous research has shown that learners should ideally know the most frequent 8000–9000 word families for reading (Nation 2006) and 3000 for TV viewing (Webb and Rodgers 2009).”
• 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…”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “Although the studies conducted so far (Nation 2006; Webb and Rodgers 2009; Van Zeeland and Schmitt 2013) have provided some rough indications, this research area is still at its infancy.”
• 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.”
• 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).”
• 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).”
• 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).”