澳大利亚一所多校区大学普通和学术词汇的接受性词汇量评估

IF 0.9 Q2 LINGUISTICS Australian Review of Applied Linguistics Pub Date : 2023-06-08 DOI:10.1075/aral.21099.gre
Clarence Green, Melania Pantelich, M. Barrow, Daya Weerasinghe, Rachel Daniel
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引用次数: 1

摘要

很少有关于高等教育学生词汇量的公开估计。虽然对K-12教育、一些英语环境和一般人群有估计,但研究并没有提供对大学生可能期望拥有的词汇量的估计。这样的研究很重要。为了在高等教育期间的阅读理解,建议词汇量至少达到10,000个单词,并熟练掌握学术词汇。最近一项针对英国三所大学的研究得出结论,教学干预是必要的,因为据估计,本科生认识的单词还不到1万个。新西兰一所大学随后的一项研究发现,学生们认识了16000个单词,不需要教学干预。目前的研究调查了澳大利亚一所大学的433名大学生,以确定学生是否需要词汇支持。它有助于一个研究记录允许比较国际,国内和随着时间的推移。方法包括词汇量测试(VST)和学术词汇测试(AVT)。结果显示,学生的平均词汇量为16117个单词,其中学术词汇量最大。
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Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian university
There are few published estimates of vocabulary sizes amongst students in tertiary education. Research does not offer estimates of the vocabulary size tertiary students might be expected to possess, though estimates exist for K-12 education, some EFL contexts, and the general population. Such research is important. For reading comprehension during tertiary education, a vocabulary of minimally 10,000 words is recommended, along with proficiency in academic vocabulary. A recent study of three universities in the United Kingdom concluded pedagogical intervention was required, since estimates indicated undergraduates knew fewer than 10,000 words. A subsequent study of a New Zealand university found students knew 16,000 words and pedagogical intervention was not required. The current study investigates 433 tertiary students at an Australian university to determine if students required vocabulary support. It contributes to a research record allowing for comparisons internationally, nationally, and over time. Methods employed included the Vocabulary Size Test/VST and Academic Vocabulary Test/AVT. Results indicate an average vocabulary size of 16,117 words, with academic vocabulary well-known.
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来源期刊
CiteScore
2.70
自引率
8.30%
发文量
24
期刊介绍: The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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