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An assessment of L2 vocabulary following an intensive course István Thékes University of Szeged

An assessment of L2 vocabulary following an intensive course István Thékes University of Szeged Doctoral School of Educational Science. Corpus Linguistics GSL (West, 1953) CANCODE British National Corpus Main COBUILD COCA Lexical Frequency Profile (Laufer&Nation, 1995). Read (2000)

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An assessment of L2 vocabulary following an intensive course István Thékes University of Szeged

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  1. An assessment of L2 vocabulary following an intensive course István Thékes University of Szeged Doctoral School of Educational Science

  2. Corpus Linguistics GSL (West, 1953) CANCODE British National Corpus Main COBUILD COCA Lexical Frequency Profile (Laufer&Nation, 1995)

  3. Read (2000) discrete-embedded Selective-comprehensive context-independent – context-dependent Vocabulary Levels Test (Nation, 1990) 1. bitter 2. independent small 3. lovely beautiful 4. merry liked bymany people 5. popular 6. slight

  4. Vocabulary Knowledge Scale (VKS) (Paribakht & Wechse, 1993) 1. I don’t remember having seen this word before. 2. I have seen this word before, but I don’t know what it means. 3. I have seen this word before and I think it means………………………. 4. I know this word. It means………………. 5. I can use this word in a sentence:………………………………..

  5. 1-14k Size Test (Nation, 2007) SEE: They saw it.   a.cut     b.waited for     c.looked at     d.started

  6. Yes-No Test (Meara, 1992) 1obey 2thirsty 3nonagrate 4expect 5large 6 accident

  7. Word Associates Test (Read, 1998) 1. beautiful enjoyable     expensive     free   loud education     face     music     weather

  8. Peabody Picture Vocabulary Test (Dunn&Dunn, 1959)

  9. Productive Levels Test (Laufer&Nation, 1999) I'm glad we had this opp…….. to talk. There are a doz………… eggs in the basket. Every working person must pay income t…….

  10. Nation (2001) : (1) what kind of vocabulary test is the best? (2) is it enough to ask learners if they know the word? (3) should choices be given? (4) should words be tested in context? (5) how can we measure words that students do not know well? (6) how can we measure the total vocabulary size?

  11. Nation (2001) outlined four main trends. Meaning-focused input Meaning-focused output Language-focused input Fluency development

  12. Hulstijn and Laufer (2001) : Involvment Load Hypothesis Need Search Evaluation

  13. How does a two-week intensive course of English improve on the receptive vocabulary knowledge of students? Can a short-term course have any effect on students’ productive use of second language vocabulary?

  14. Methods 20 students • 1.Vocabulary Knowledge Scale (VKS) (Paribakht & Wechse, 1993) 2. Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995) Vocabulary items were selected from the 2K-5K range

  15. Vocabulary Knowledge Scale

  16. Productive Vocabulary Levels Test

  17. The Vocabulary Knowledge Scale test has a t-value of 2,589 (p=0,018). The Productive Vocabulary Test has a t-value of 5,101 (p<0,00)

  18. The intensive course has had a larger impact on students’ L2 productive vocabulary knowledge than on their receptive knowledge.

  19. Thank you for your attention!

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