Academic vocabulary knowledge among adolescents in university preparatory programmes

Warnby, Marcus

doi:10.1016/j.jeap.2022.101203

Cited by 8 publications

(3 citation statements)

References 36 publications

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“…Results revealed that less proficient learners had more untranslated test items than more proficient learners and that these differences were significant. These findings could be expected due to previous research indicating many upper secondary students lack receptive knowledge of academic English vocabulary (Edgarsson, 2018;Henriksen & Danelund, 2015;Skjelde & Coxhead, 2020;Warnby, 2023). However, they are no less important for two reasons.…”

Section: Discussion and Implications For L2 Pedagogymentioning

confidence: 60%

“…English language learners in Nordic countries are generally considered highly proficient English users (Bonnet, 2004;Education first, 2021). However, testing research centered on upper secondary students' knowledge of academic English has revealed that many of these learners have surprisingly low levels of academic vocabulary knowledge (Edgarsson, 2018;Henriksen & Danelund, 2015;Olsson, 2016;Skjelde & Coxhead, 2020;Warnby, 2023;).…”

Section: Introductionmentioning

confidence: 99%

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Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Skjelde

2023

NJLTL

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Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen & Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages who also have appropriate translations of Germanic origin for this vocabulary. Interestingly, previous studies have indicated that proficient Norwegian-speaking students taking tertiary studies made extensive use of Graeco-Latin cognates when translating academic English vocabulary, but research has yet to expand this investigation to upper secondary students and across proficiency levels. Therefore, the current study investigated if Norwegian-speaking students (N= 132) in their first year of upper secondary education produced Graeco-Latin cognates when translating academic English. Findings showed extensive use of L1 Latinate cognate forms to translate the English target words. However, less proficient learners had significantly fewer cognate translations and significantly more untranslated target words than more proficient learners. Findings suggest that in-class instruction raising awareness of Graeco-Latin cognates in academic English may be worthwhile, especially for less-proficient learners. Keywords: Academic vocabulary, cognates, translation, English language learners, vocabulary knowledge, proficiency, educations

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Section: Discussion and Implications For L2 Pedagogymentioning

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Skjelde

2023

NJLTL

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“…Knowledge of specialised vocabulary enhances listening comprehension [ 24 ], facilitates reading and writing of academic texts [ 25 ], fosters a deep understanding of lectures [ 26 ] and contributes to successful academic achievement [ 27 ]. Inadequate knowledge of specialised vocabulary hinders students’ ability to discern English texts [ 28 ], negatively affects their mode of processing and analysing information [ 29 ] and leads to failure to meet the academic expectations and demands of higher education [ 30 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Sustaining vocabulary knowledge growth through corpus-generated lists of lexical bundles and keywords in the law of contracts

Alasmary

2024

Heliyon

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Metaphors as Windows into Academic Vocabulary Learning

Chung,

Newton

2024

TESOL Quarterly

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Although teachers have access to a great deal of scholarship on teaching academic vocabulary (AV), much less is known about the experiences and perceptions of English language learners regarding AV. To address this gap, we used an online metaphor elicitation survey and follow‐up interviews to collect data from 432 undergraduates at a Hong Kong university on their experience of learning AV. For this paper, we focus on the 199 students whose metaphors related to difficulties or challenges. A thematic analysis of this data showed that about two‐thirds of this subgroup perceived AV to be inherently difficult, while for the other third, the challenge primarily concerned their negative perceptions of their experience or abilities. We conclude by arguing for the value of understanding learner perspectives and proposing specific teaching strategies for addressing each of the perceived challenges.

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Academic vocabulary knowledge among adolescents in university preparatory programmes

Cited by 8 publications

References 36 publications

Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Sustaining vocabulary knowledge growth through corpus-generated lists of lexical bundles and keywords in the law of contracts

Metaphors as Windows into Academic Vocabulary Learning

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