Mainstreaming Second Language Vocabulary Acquisition
Keywords:
second language vocabulary, frequency, frequent words, vocabulary acquisition, corpusAbstract
Abstract
Once seen as a neglected area, second language vocabulary research has come into its own in recent years. But classroom implementations have been slow to follow. One potentially very useful research finding is the impressive coverage power of a relatively small number of words: analyses of large corpora of language show that with knowledge of the 2,000 most frequent word families of a language, learners will be familiar with around 80% of the words they encounter. This position paper argues for refocusing language pedagogy to improve learners’ opportunities to acquire knowledge of these important words. The rationale is based on empirical studies showing how knowledge of vocabulary generally and 2,000 high frequency families in particular impact proficiency. Research also shows that “normal” classroom input does not support the acquisition of the words learners most need to know.
Résumé
Autrefois vue comme négligée, la recherche sur les connaissances en vocabulaire en langue seconde s’est imposée depuis quelques années. La mise en oeuvre dans les classes n’a suivi que lentement. Un résultat des recherches avec du potentiel est la couverture impressionnante que donne un nombre de mots relativement restreint. Des analyses de grands corpus démontrent qu’avec la connaissance des 2 000 familles de mots les plus fréquentes d’une langue, les apprenants seront familiers avec environ 80% des mots qu’ils rencontreront. Cet exposé de position plaide en faveur de recentrer la pédagogie des langues afin d’améliorer les possibilités pour les apprenants d’acquérir la connaissance de ces mots importants. La justification est fondée sur des études empiriques qui démontrent que les connaissances en vocabulaire en général et des 2 000 familles les plus fréquentes en particulier donnent l’avantage dans la maîtrise d’une langue. Les recherches démontrent aussi que l’apport des activités ordinaires dans les classes n’est pas suffisant pour acquérir les mots dont les apprenants ont besoin.
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