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1	Hur många ord behövs egentligen? : Ordfrekvenser i en engelsk lärobokserie för årskurs 4–6 / How many words are actually needed? : Word frequencies in English textbooks for years 4-6 Krstic, Milan January 2024 (has links) Syftet med föreliggande studie var att undersöka hur många av orden i en lärobokserie i engelska för årskurserna 4–6 som var bland de mest frekventa orden i det engelska språket. Undersökningen genomfördes med hjälp av två engelska frekvenslistor: General Service List (GSL) och New General Service List (NGSL). NGSL är en uppdaterad version av GSL som använts i tidigare studier och därför ville jag i min studie bl.a. ta skillnaden mellan den äldre och nyare versionen i beaktande. Syftet var således att undersöka hur många av orden i lärobokserien Magic! som förekommer i GSL och NGSL, huruvida antalet unika huvudord i Magic!-seriens tre årskursböcker ökar, och hur ofta de unika huvudorden i böckerna upprepas, med särskilt fokus på substantiv, adjektiv och verb. Analysen utfördes med hjälp av ordprogrammet AntWordProfiler som skannar ord i textfiler för att sedan kategorisera orden utifrån ordlistor kopplade till programmet. Studiens resultat indikerar att samtliga böcker i Magic!-serien innehöll fler ord listade i NGSL än i GSL. Resultatet visade även att den sammanlagda förekomsten av huvudord ökade i varje lärobok, liksom antalet unika huvudord. Bland orden som repeterades minst 10 gånger fanns fler substantiv och verb än adjektiv och alla verben med minst 10 repetitioner gick att hitta i både GSL och NGSL. Min slutsats är att de unika orden i lärobokserien Magic! överensstämmer bättre med de listade orden i NGSL än dem i GSL. En annan slutsats är att om ordkunskap hade varit ett betygskriterium i ämnet engelska skulle högre krav kunnat ställas på läroboksförfattare att utforma sina böcker med listor över de mest frekventa orden i det engelska språket i åtanke. Lärobok General Service list New General Service List frekventa ord huvudord unika ord engelska som andraspråk Sverige årkurs 4–6 Specific Literatures Litteraturstudier
2	The Problem Of Polysemy In The First Thousand Words Of The General Service List: A Corpus Study Of Secondary Chemistry Texts Clemmons, Karina 01 January 2008 (has links) Vocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high level of polysemy of many common English words, nor has it been updated by genre to reflect specific content domains encountered by secondary science students in today's high stakes classes such as chemistry. This study examines how many words of the first 1000 words of the GSL occurred in the secondary chemistry textbooks sampled, how often the first 1000 words of the GSL were polysemous, and specifically which multiple meanings occurred. A discussion of results includes word tables that list multiple meanings present, example phrases that illustrate the context surrounding the target words, suggestions for a GSL that is genre specific to secondary chemistry textbooks and that is ranked by meaning as well as type, and implications for both vocabulary materials and classroom instruction for ELLs in secondary chemistry classes. Findings are essential to second language (L2) researchers, materials developers, publishers, and teachers. corpus linguistics General Service List polysemy English Language Learners vocabulary lists chemistry textbooks Curriculum and Instruction Education
3	An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school Creighton, Graham Robert 10 1900 (has links) In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics) English as a second language (ESL) First language (L1) General service vocabulary Academic vocabulary Technical vocabulary Word family High-frequency vocabulary Mid-frequency vocabulary Low-frequency vocabulary General service list (GSL) Academic word list (AWL) Content words Controlled productive vocabulary Formulaic sequences Function words Headword Lemma Word family Word frequency Technical vocabulary English for academic purposes (EAP) Incidental learning Intentioal learning Lexis Collocation Lexico-grammar Concordance Quantitative research Qualitative research Corpus-driven approach Corpus-based approach 428.1 Vocabulary -- Study and teaching English language -- Word frequency English language -- Study and teaching Communicative competence

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