Marlise Horst

Marlise Horst
Concordia University Montreal · Department of Education

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19
Publications
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Introduction
Skills and Expertise

Publications

Publications (19)
Article
There is current research consensus that second language (L2) learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials. This important finding prompts an important question: How much English vocabulary do English as a second language (ESL) learners need to know to achieve thi...
Article
This study is part of a larger investigation of the usefulness of instruction designed to raise cross-linguistic awareness in young Francophone learners of English in Quebec. In the research reported here, the focus is on cognates. Since previous research shows that learners typically fail to recognise many helpful similarities between words in a n...
Article
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Article
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This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often brea...
Article
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Opportunities for incidental vocabulary acquisition were explored in a 121,000-word corpus of teacher talk addressed to advanced adult learners of English as a second language (ESL) in a communicatively-oriented conversation class. In contrast to previous studies that relied on short excerpts, the corpus contained all of the teacher speech the lear...
Article
The purpose of this study was to determine whether it is possible to distinguish between “difficult” and “easy” constructions for second language (L2) learners by examining characteristics of the structures as they occur in aural input. In a multidimensional analysis of 3 English structures with different acquisition profiles—the simple past, posse...
Article
The study drew on an 80,000-word corpus consisting of narrative texts produced in response to picture prompts by 210 beginner-level francophone learners of English (11-12-year-olds). The unique feature of the corpus is its longitudinal character: The samples were collected at four 100-hour intervals of intensive language instruction, during which t...
Article
In the call for papers for this special issue on second language (L2) vocabulary research, we suggested several possible themes for submissions, including formulaic sequences and corpus-based approaches. We are pleased to report that high-quality submissions on these topics arrived – from researchers in Canada and as far away as New Zealand – and t...
Article
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University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted of...
Article
Many language courses now offer access to simplified materials graded at various levels of proficiency so that learners can read at length in their new language. An assumed benefit is the development of large and rapidly accessed second language (L2) lexicons. Studies of such extensive reading (ER) programs indicate general language gains, but few...
Article
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In previous publications, the authors reported on the English skills of students who had learned ESL in an experimental comprehension-based program. The performance of grade 4 and 5 students with two or three years of reading and listening was compared to that of students with three years of audio-lingual instruction. On most measures, the students...
Article
This paper examines how collaborative on-line databases can be used to meet the need for individualized instruction for academic vocabulary learners intending to do university work in English. It is argued that effective teaching and course design for preparing non-native English speaking students for study at English language universities must be...
Article
This case study tests a mathematical model for its ability to predict second language vocabulary gains achieved through reading. To overcome the problem of small word gains noted in earlier studies of incidental acquisition, the participant (an adult learner of Dutch) read a lengthy text and was tested on hundreds of words. To maximize opportunitie...

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