Defining a Unified Model of Vocabulary Acquisition via Extensive Reading

Uitdenbogerd, A, Kablaoui, S and Martin, A 2017, Defining a Unified Model of Vocabulary Acquisition via Extensive Reading, Office for Learning and Teaching, Canberra, Australia


Document type: Commissioned Reports
Collection: Commissioned Reports

Title of report Defining a Unified Model of Vocabulary Acquisition via Extensive Reading
Author(s) Uitdenbogerd, A
Kablaoui, S
Martin, A
Year of publication 2017
Publisher Office for Learning and Teaching
Place of publication Canberra, Australia
Subjects Natural Language Processing
Applied Linguistics and Educational Linguistics
English as a Second Language
Abstract/Summary Post-secondary students with English as a second language (L2) often struggle with reading their textbooks, and other language-related tasks associated with their coursework, despite achieving the minimum IELTS entry requirement. Much of the difficulty is due to the large difference in the known English vocabulary range of L2 speakers compared to native speakers. Extensive reading, or reading for pleasure, is one method of naturally acquiring vocabulary. However, while past studies into vocabulary acquisition agree that vocabulary is acquired, they disagree greatly about the rate of acquisition with some saying the rate is too low to be useful, especially for academic environments. Many conclusions of these studies were inconsistent due to not applying knowledge of the statistical properties of text. In this project we will test our model based on a meta-study of past research with learners of English so that extensive reading can be appropriately used in future language learning courses.
Commissioning body Office for Learning and Teaching
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