How I developed vocabulary tests using corpus-based word lists?
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| Dokumentumtípus: | Cikk |
| Megjelent: |
Budapesti Gazdasági Főiskola
2017
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| Sorozat: | Prosperitas
4 No. 4 |
| Tárgyszavak: | |
| Kulcsszavak: | E-learning blended learning university EFL education e-tanulás blended tanulási módszerek egyetemi szintű angol nyelvoktatás |
| Online Access: | http://publikaciotar.uni-bge.hu/1099 |
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| 100 | 1 | |a Simon Krisztián | |
| 245 | 1 | 0 | |a How I developed vocabulary tests using corpus-based word lists? |c Simon Krisztián |h [elektronikus dokumentum] |
| 260 | |a Budapesti Gazdasági Főiskola |c 2017 | ||
| 300 | |a 6-28 | ||
| 490 | 0 | |a Prosperitas |v 4 No. 4 | |
| 520 | 3 | |a Vocabulary development is central to language mastery. one of the first issues that learners face is what size their vocabulary should be. There are varying theoretical and practical approaches to this issue, regarding the required size and depth connection in corpus research. Webb (2008) argues that 2,000-5,000 words families are enough to understand texts. To address the possible highest text coverage a number of corpora have been developed. From these Browne, Culligan and Phillips’ (2013) New General Service List together with Coxhead’s Academic Word List (2000) were selected for classroom implementation and later complemented by items from nation and Beglar’s (2007) Vocabulary size test. The context of the project was a Listening and Speaking Skills course the Department of English studies at the University of Pécs. Following a blended approach, vocabulary instruction took place online through the online flashcard platform Quizlet. Students were presented with two sets of flashcards weekly; one covering the items from the above corpora lists and a second with key words from the listening tasks. Additionally, students were required to prepare flashcard decks based on their presentations. To measure vocabulary development nation and Beglar’s (2007) Vocabulary size test was put to use as a pre and post-test at the start and end of the semester respectively. students also completed three online vocabulary tests on Edmodo and a final paper and pencil test involving words from the whole course in the format of Wesche & Paribakht’s (1996) Vocabulary Knowledge scale. Overall, the project was successful, as the post-test determined there was an average increase of almost 700 after four months. | |
| 650 | 4 | |a neveléstudományok | |
| 695 | |a E-learning | ||
| 695 | |a blended learning | ||
| 695 | |a university EFL education | ||
| 695 | |a e-tanulás | ||
| 695 | |a blended tanulási módszerek | ||
| 695 | |a egyetemi szintű angol nyelvoktatás | ||
| 856 | 4 | 0 | |u https://publikaciotar.uni-bge.hu/id/eprint/1099/1/06_28_oldal.pdf |z Dokumentum-elérés |