Clarence Green, Melania Pantelich, M. Barrow, Daya Weerasinghe, Rachel Daniel
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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.
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.