A Corpus Analysis of Vocabulary Coverage and Vocabulary Learning Opportunities within a Children's Story Series

Autor/in	Sun, Yu-Chih
Titel	A Corpus Analysis of Vocabulary Coverage and Vocabulary Learning Opportunities within a Children's Story Series
Quelle	In: Reading Matrix: An International Online Journal, 16 (2016) 1, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Vocabulary; Word Lists; Secondary School Curriculum; Textbook Content; Textbook Evaluation; Content Analysis; Incidental Learning; Adolescent Literature; Pattern Recognition; Prior Learning; Second Language Learning; English (Second Language); Vocabulary Development; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Wortschatz; Wortliste; Lehrbuchtext; Inhaltsanalyse; Inzidentelles Lernen; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Mustererkennung; Vorkenntnisse; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Ausland
Abstract	Extensive reading for second language learners have been widely documented over the past few decades. However, few studies, if any, have used a corpus analysis approach to analyze the vocabulary coverage within a single-author story series, its repetition of vocabulary, and the incidental and intentional vocabulary learning opportunities therein. The current study analyzes 48 publications in the Magic Tree House series and compares (1) the vocabulary coverage across the series with the three word lists developed for middle school and high school in Taiwan; (2) the word-type repetition patterns observed in the corpus across the three word lists; and (3) the prospects of incidental vocabulary learning, word list learning, and intensive new word learning during extensive reading of the series. The rich Magic Tree House corpus makes repeated use of vocabulary from all three word lists, and the findings indicate that extensive reading can support word list learning, especially of the Middle School Basic 1,200 list. Research finding indicates that acquiring words from word lists prior to reading is not as effective as focusing on new word types as they appear in the series; as the number of readings increases, so too do the opportunities for incidental vocabulary acquisition. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01