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Context 1
... the sub-lists of the AWL are based on texts taken from various academic sources written by native speakers of English (Xue & Nation, 1984;Coxhead, 2000), it was considered appropriate to include a parallel text from such a source. Figure 5 and Figure 6 show the distribution of types by sub-list from a substantial text written by a native speaker, not to compare first language with second language output but to provide a reference point whereby the sub-lists might be appraised. It is clear that the distributions follow curves that would be expected, based on the rationale for such lists (Xue & Nation, 1984;Coxhead, 2000): overall, the frequency of use decreases from sub-list 1 through to sub-list 10. ...
Context 2
... 8.2 significant at .01 level 2-tailed). Although the distribution of tokens ( Figure 6) appears slightly different from that of types, there is nonetheless, an underlying curve from Sub-list 1 to Sub-list 10. Pearson correlation between the L1 sublist distribution of tokens and these participating students' sub-list distribution of tokens was p = .78 ...
Citations
... In learning a new subject at college/university, students need to master the terminology of their field as well as language for academic purposes (Turlik, 2013). They normally meet this vocabulary in the context of reading or listening about their subject, but new terms may also be presented and explained directly; in English teaching, traditionally new vocabulary in textbooks is often presented in the form of lists followed by a gap-fill or matching activity. ...
This article reflects on a tried and tested workflow for vocabulary building using the iPad apps Popplet, Pages and Puppet Pals. It will outline how these apps can be used together to help students brainstorm related lexical items, draw from this vocabulary to create dialogues with guidance from the teacher, and finally to act out these dialogues by choosing characters, props and backdrops, and recording their voices using the unique movie-making app Puppet Pals. This workflow has proven to be successful with female Emirati students completing the Academic Bridge Program at Zayed University, and its student-centered approach to learning is also transferable to other subject areas. Survey results are presented which indicate that this workflow is a motivating and memorable way to develop vocabulary/ concept knowledge.
