Technical vocabulary plays a crucial role in ESP learners’ lexical development once general service and academic vocabulary has been established. The present study constructed the Language Education Research Corpus (LERC), an 8,646,901-word corpus compiled from the top 10 Quartile 1 (Q1) Scopus-indexed journals in Language Education. On the basis of this corpus, the Language Education Research Word List (LERWL) was developed through four systematic procedures. High-frequency items were first identified, after which a range criterion was applied to retain words occurring in at least 50% of the target journals. Lexical profiling was subsequently conducted to isolate discipline-specific vocabulary, excluding items listed in the GSL and the AWL. In addition to these quantitative procedures, expert judgment was employed as a qualitative validation measure to ensure disciplinary relevance. The resulting LERWL was then evaluated against (a) the LERC, achieving 5.28% coverage, and (b) an independent corpus of approximately one million words from the same field, achieving 4.75% coverage. These findings indicate that the LERWL provides a substantial and pedagogically meaningful level of lexical coverage within the discipline.
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar,...
I. Topal· Journal of language research· 0 citations
Combining cognitive-linguistic principles with Computer-Assisted Language Learning offers an effective strategy for developing academic vocabulary, and it is concluded that combining cognitive-linguistic principles with Computer-Assisted Language Learning offers an effective strategy for developing academic vocabulary.
A. Frumkina, N. Kurakh, Olha Hvozdyak et al.· Arab World English Journal· 0 citations
Background and Purpose: Critical academic reading skills demand learners to engage in higher-order reading skills which require advanced lexical knowledge. The two dimensions of lexical knowledge, namely lexical diversity and vocabulary variety, however, are mostly assessed in isolation using unstable measurement instr...
Anealka Aziz, Tuan Sarifah Aini Syed Ahmad, Suryani Awang et al.· Journal of Nusantara Studies...· 0 citations
This study investigated how the Lexical Approach improves the reading-writing competence of foreign language learners. Specifically, using a quantitative, one-group pre-test post-test pre-experimental research design, the study involved 37 students from the Special Program in Foreign Language (SPFL)-Korean at Boot Nati...
Jennifer S. Hombre, Chester M. Derequito· International journal of res...· 0 citations
A four-year project integrated direct corpus consultation through NINJAL corpora accessed via Chūnagon, with the dual aim of supporting language development and fostering research-oriented skills for working with Japanese primary sources, offering practical insights into the feasibility of DDL in Japanese language educ...
Giuseppe Pappalardo· Acta Linguistica Asiatica· 0 citations
Vocabulary development in primary education requires more than increasing the number of words students recognize; learners also need to clarify word meanings, establish lexical relationships, and use vocabulary productively. This study identifies classroom needs in theme-based vocabulary instruction for Grade 3 student...
Quyen Nguyen Thi Tu, Phuong Hoang Thi· International Journal of Res...· 0 citations
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