Reading and Technology

Cobb, Thomas

doi:10.4324/9781315716893-23

Cited by 5 publications

(4 citation statements)

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“…Thus, there is still no consensus on this important pedagogical matter (Nizonkiza & Vdpoel, 2019). To be sure, there is value in teaching collocations as productive language needs emerge (Meddings & Thornbury, 2009), but principled lexical instruction remains essential (Cobb, 2016). What is known is that learners attend to frequent combinations like collocations (Siyanova-Chanturia, 2015), and the majority of collocates of high-frequency items are likely to be high-frequency themselves (Nizonkiza & Vdpoel, 2019).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items

Naismith

Juffs

2021

Language Teaching Research

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Research into vocabulary knowledge often differentiates between breadth (how many words a person knows) and depth (how well the words are known). Both theoretical categories are essential for understanding language learners’ lexical development, but how the different aspects of vocabulary knowledge interconnect has not received the same attention as each individual dimension, especially in terms of productive knowledge. This study analyses lexis from mid-frequency lemmas in the K3–K9 frequency bands from the learner corpus PELIC (The University of Pittsburgh English Language Corpus). Critically for learners, mastery of lexis in this frequency range is essential for achieving the English proficiency required for university study. From these mid-frequency items, a dataset of 7,554 tokens were collected from word families with multiple derivations and manually annotated. The findings showed high rates of collocational and derivational accuracy for the forms learners opted to use. However, compared to expert speaker texts in the Corpus of Contemporary American English (COCA), learners overused the verb forms and underused the noun forms of these lexical items. These patterns provide evidence of the interplay between breadth and depth in learners’ productive vocabulary usage, suggesting that increased lexical depth will naturally lead to greater lexical breadth and vice versa. Pedagogical implications reaffirm the importance of developing learners’ explicit morphological awareness and collocational accuracy. Suggestions for mid-frequency lexical items to prioritize in language learning are also provided, with a view to helping learners achieve academic readiness.

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Section: Pedagogical Implicationsmentioning

confidence: 99%

Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items

Naismith

Juffs

2021

Language Teaching Research

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“…2. El desarrollo e investigación tienen lugar a través de ciclos continuos de diseño, análisis y rediseño (Cobb, 2004;Collins, 1992).…”

Section: Elementos De La Investigación De Diseñounclassified

Formación y profesión docente. Entre prescripciones, teorías y prácticas educativas

2021

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“…We of course recognized that attention to implementation was in no way novel. This attention has for instance been expressed by Bruckheimer's (1979) focus on inhibitors of implementation, in Wittman's (1995Wittman's ( , 2021 characterization of mathematics education as a design science, in Cobb's (2007) description of the philosophical foundations for mathematics education research, and in Artigue's connected paradigms of design-based research and didactical engineering (e.g., Artigue, 2021). One can argue that the question of implementation is framing the mathematics education enterprise (e.g., Niss, 1999).…”

Section: Introductionmentioning

confidence: 99%

What Happens after Implementation? ‘Post-Implementation’ as Framing of Implementation Research in Mathematics Education

Misfeldt

Jankvist

Aguilar

et al. 2023

Impl. Repl. Stud. Math. Educ.

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Reading and Technology

Cited by 5 publications

References 1 publication

Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items

Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items

Formación y profesión docente. Entre prescripciones, teorías y prácticas educativas

What Happens after Implementation? ‘Post-Implementation’ as Framing of Implementation Research in Mathematics Education

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