Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?

Zeeland, Hilde van; Schmitt, Norbert

doi:10.1093/applin/ams074

Cited by 336 publications

(307 citation statements)

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“…Setting vocabulary size goals in which the ELT community can be confident requires replication of both lexical coverage and vocabulary size studies, with studies into learning potential a useful adjunct. We can probably use the 95% and 98% coverage figures for written language, but for spoken discourse, there is a clear need to build upon the initial findings of Van Zeeland and & Schmitt (2012). Nation (2006) provides clear learning targets for vocabulary size, but…”

Section: Resultsmentioning

confidence: 99%

“…3 In contrast, there has been very little research into the lexical coverage required for listening. The main study to date has been Van Zeeland and & Schmitt (2012). They had their ESL (mixed L1) participants listen to four anecdotes told in the first person about people getting into unusual situations.…”

Section: )mentioning

confidence: 99%

“…There are a limited number of studies informing these essential size targets, and so it is vital to replicate and expand upon the ones we have. This paper will suggest replication of studies of lexical coverage (Van Zeeland & Schmitt, 2012), vocabulary size (Nation, 2006), and plausible learnability (Cobb, 2007) in order to develop a more reliable, nuanced, and ecologically valid understanding of the amount of vocabulary learners need to acquire in order to become proficient language users in their chosen domains. …”

Section: Introductionmentioning

confidence: 95%

“…But is this the definitive picture? A recent study by van Zeeland and & Schmitt (2012) suggests that 95% coverage may be sufficient for listening comprehension, and that this can be reached with the much more manageable figure of 2,000-3,000 word families. Getting these figures right for a variety of text modalities, genres and conditions of reading and listening is essential.…”

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confidence: 99%

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How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)

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currently sits on the editorial board of Language Testing. His personal website (www.norbertschmitt.co.uk) gives much more information about his research, and also provides a wealth of vocabulary resources for research and teaching. AbstractThere is current research consensus that L2 learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials.This important finding prompts an important question: How much English vocabulary do ESL learners need to know to achieve this crucial level of known-word coverage? A landmark paper by Nation (2006) provides a rather daunting answer. His exploration of the 98% figure with a variety of spoken and written corpora showed that knowledge of around 8,000-9,000 word families is needed for reading and 6,000-7,000 for listening. But is this the definitive picture? A recent study by van Zeeland and & Schmitt (2012) suggests that 95% coverage may be sufficient for listening comprehension, and that this can be reached with the much more manageable figure of 2,000-3,000 word families. Getting these figures right for a variety of text modalities, genres and conditions of reading and listening is essential. Teachers and learners need to be able to set goals, and as Cobb's study of learning opportunities (2007) has shown, coverage percentages and their associated vocabulary knowledge requirements have important implications for the acquisition of new word knowledge through exposure to comprehensible L2 input.

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confidence: 99%

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confidence: 99%

Section: Introductionmentioning

confidence: 95%

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How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)

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“…It is argued that knowledge of vocabulary is fundamental in all language use, and becomes an essential part to master second language. A large amount of vocabulary is required to use English both receptively and productively: 8000 -9000 word families needed in order to adequately comprehend a wide range of written discourse [19], and 2000 -3000 word families required to get sufficient comprehension of spoken discourse [25]. Knowing a lexical item entails several aspects of word knowledge i.e., form, meaning, and use, each of which is further comprised of several sub-aspects of word knowledge.…”

Section: Introductionmentioning

confidence: 99%

Deliberate Learning Of Second Language (L2) Vocabulary: Research-Based Guidelines

Syarifuddin¹

2017

KSS

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This article is devoted to overviewing several current studies on L2 vocabulary learning, especially those aimed at investigating and exploring the ways in which deliberate vocabulary learning would be best facilitated, and thus would increase learning. It is argued that knowledge of vocabulary is fundamental in all language use, and becomes an essential part to master second language. A large amount of vocabulary is required to use English both receptively and productively: 8000 -9000 word families needed in order to adequately comprehend a wide range of written discourse [19], and 2000 -3000 word families required to get sufficient comprehension of spoken discourse [25]. Knowing a lexical item entails several aspects of word knowledge i.e., form, meaning, and use, each of which is further comprised of several sub-aspects of word knowledge. In addition, vocabulary learning is incremental in nature. Taken all these into account, there should be a component of deliberate vocabulary learning in language teaching, regardless of the preferred teaching methods being applied. Most importantly, deliberate learning of vocabulary should be intensively focused on lexical items which fall into both the new GSL word list [1] and the new AWL word list [4]. Finally, reviewing current studies on L2 vocabulary learning results in several research-based guidelines for deliberate or intentional vocabulary learning which are discussed throughout the rest of this article.

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Listener Anxiety

Zhang

2018

The TESOL Encyclopedia of English Language Teaching

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Listener anxiety is conceptualized as a type of situation‐specific anxiety tied to foreign language listening. Ever since the existence of listener anxiety was recognized and documented, there has been increasing interest in listener anxiety and its relationship with foreign language listening performance. Empirical evidence has shown that listener anxiety is negatively correlated with foreign language listening performance. Listener anxiety may cause deficits in cognitive processes and may discourage learning effort. Thus, listener anxiety should not be ignored by language teachers. To deal with listener anxiety, various treatments related to vocabulary, task difficulty, self‐confidence, and learning strategies can be used.

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Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension?

Cited by 336 publications

References 29 publications

How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)

How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)

Deliberate Learning Of Second Language (L2) Vocabulary: Research-Based Guidelines

Listener Anxiety

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