The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed

Browne, C. G.

doi:10.37546/jaltsig.call2020.1

Cited by 9 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning those words will be undoubtedly necessary because when they enter a university or college, they will need to be familiar with academic words or technical words in their majors. However, it would take many years for Japanese learners to master high-frequency words (Browne, 2021), asking them to learn mid-or lowfrequency words including specialized vocabulary words is impractical. According to Nation (2013), those words can be effectively learned by paying special attention to them.…”

Section: Discussionmentioning

confidence: 99%

A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks

Nakayama

2021

Preprint

View full text Add to dashboard Cite

This research evaluates vocabulary taught in government-approved Japanese EFL textbooks intended for senior high school students in two different ways: by calculating the proportion of high-frequency words in textbooks and by calculating how many types of core high-frequency words are taught in textbooks. To this end, vocabulary words in textbooks are compared to those in the New General Service List (NGSL), which consists of the top 2,801 high-frequency words in general English. Results show that textbooks are largely made up of words in the NGSL at a statistically significant level with larger than 92% lexical coverage; however, textbooks do not sufficiently cover words in the NGSL at a statistically significant level with up to 38%. Overall, research findings indicate that vocabulary words textbooks provide may be what learners frequently come across in the real world, but those words cannot suffice in order for learners to read English texts intended for native speakers. Therefore, language teachers need to give learners additional input of core words through homework or classroom activities to widen their vocabulary size.

show abstract

Section: Discussionmentioning

confidence: 99%

A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks

Nakayama

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…The list of non-academic words was referred to the New General Service List (NGSL) developed by Browne, Culligan, and Phillips (2013). The NGSL is the updated version of the original General Service List developed by Michael West initially in 1936 and its last version in 1953, considering the fast development and dynamic changes of English words (Browne 2021). This list includes core high-frequency vocabulary words for students of English as a second/foreign language.…”

Section: Methodsmentioning

confidence: 99%

“…However, it is also suggested that the students do not exclusively learn the academic words but also need to learn general words that might be useful to discuss specialized academic discourses. Academic and general words are necessary for students to survive during their study, since they can be a shortcut for students to learn the essential words in their learning context (Browne 2021).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Using Concordance Software to Generate Academic Words in Applied Linguistics

Iswari

Suhatmady

Asih

et al. 2021

escs

View full text Add to dashboard Cite

Academic words include words that are not commonly encountered in formal circumstances and specific to particular fields of study. Undergraduate students of the English Department are required to acquire academic words in applied linguistics for academic reading and writing research articles. This paper reports on generating the academic word list for the students of the English Department by using AntConc, a concordance software application. In this study, corpus linguistic research was adopted, in particular the corpus-based analysis category. Data were gathered from approximately one thousand credible Applied Linguistics journal articles published from 2008 to 2021. AntConc software played a significant role in processing these data to get the intended corpus, which was then classified and categorized based on the frequency of occurrences. The results include an academic word list and its word family. These clusters of academic words are intended for undergraduate students of the English Department in the first up to fourth academic semesters to prepare them to participate in international academic discourse, such as writing and publishing research articles. This list can also be used as a basis for further research related to academic vocabulary. Academic words include words that are not commonly encountered in formal circumstances and specific to particular fields of study. Undergraduate students of the English Department are required to acquire academic words in applied linguistics for academic reading and writing research articles. This paper reports on generating the academic word list for the students of the English Department by using AntConc, a concordance software application. In this study, corpus linguistic research was adopted, in particular the corpus-based analysis category. Data were gathered from approximately one thousand credible Applied Linguistics journal articles published from 2008 to 2021. AntConc software played a significant role in processing these data to get the intended corpus, which was then classified and categorized based on the frequency of occurrences. The results include an academic word list and its word family. These clusters of academic words are intended for undergraduate students of the English Department in the first up to fourth academic semesters to prepare them to participate in international academic discourse, such as writing and publishing research articles. This list can also be used as a basis for further research related to academic vocabulary.

show abstract

“…In light of these considerations, a major pedagogical challenge in teaching English to speakers of other languages (TESOL) has been addressing the vocabulary learning needs of learners at different stages of language learning (Nation, 2013). Over the past decades, this consistent concern resulted in the creation of a number of corpus-based word lists for high-frequency and academic vocabulary to inform language teaching materials developments (Coxhead, 2000;Gardner and Davies, 2014;Brezina and Gablasova, 2015;Browne, 2021;Cobb and Laufer, 2021). High-frequency or general service words are commonly used vocabulary items in spoken and written language that provide from 80 to 90% coverage in most texts in English.…”

Section: Introductionmentioning

confidence: 99%

“…The present study aimed to facilitate the learning of highfrequency vocabulary by English as Foreign Language (EFL) learners via mobile devices and DFs. To this end, the highfrequency vocabulary in English is operationalized based on New General Service List (NGSL) project (Browne, 2021) which is among the most recently developed corpus-based core vocabulary lists. The NGSL contains 2,818 items (i.e., flemmas) derived from a 273 million-word subsection of Cambridge English Corpus.…”

Section: Introductionmentioning

confidence: 99%

Using Mobile Devices for Vocabulary Learning Outside the Classroom: Improving the English as Foreign Language Learners’ Knowledge of High-Frequency Words

Rahmani¹,

Asadi²,

Xodabande³

2022

Front. Psychol.

View full text Add to dashboard Cite

The present study investigated the impacts of mobile assisted vocabulary learning via digital flashcards (DFs). The data were collected from 44 adult English as Foreign Language (EFL) learners in three intact classes in a private language teaching institute in Iran, randomly assigned to experimental (N = 27) and control (N = 17) learning conditions. The experimental group used a freely available DF application (i.e., NGSL builder) to learn items from a recently developed corpus-based word list for high-frequency vocabulary in English (NGSL). The treatment was implemented as out-of-the-classroom learning activities where the EFL learners used DFs to augment their vocabulary knowledge, and their learning gains were compared to the control group that received regular English language education. The participants’ vocabulary knowledge was tested in pre-, post-, and delayed post-tests, and the findings indicated that using DFs for outside the classroom vocabulary learning contributed significantly to short- and long-term improvements in the knowledge of high-frequency words. The study provided empirical evidence for the affordances of mobile assisted vocabulary learning for learning a considerable proportion of core vocabulary and has some implications for addressing the vocabulary learning needs of EFL learners.

show abstract

The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed

Cited by 9 publications

References 0 publications

A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks

A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks

Using Concordance Software to Generate Academic Words in Applied Linguistics

Using Mobile Devices for Vocabulary Learning Outside the Classroom: Improving the English as Foreign Language Learners’ Knowledge of High-Frequency Words

Contact Info

Product

Resources

About