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Academic literature on the topic 'Vocabulary load'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Vocabulary load"

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Ballance, Oliver James, and Averil Coxhead. "How much vocabulary is needed touse a concordance?" International Journal of Corpus Linguistics 25, no. 1 (April 16, 2020): 36–61. http://dx.doi.org/10.1075/ijcl.17116.bal.

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Abstract Vocabulary load is a predictor of comprehension and a common concern in relation to learner use of concordances; however, vocabulary load figures for whole texts have limited relevance to learner use of concordances. This paper explores the average vocabulary load of the citations (or lines) in a concordance, reflecting how learners use concordances as reading or reference resources. Non-parametric tests are used to compare the vocabulary loads of citations from three authentic written corpora and a corpus of graded readers. The results indicate that citations from authentic corpora have an average vocabulary load of 4,000–5,000 word families, there are reliable differences in vocabulary load between citations from different corpora, and the magnitude of difference between citations from authentic corpora can be equivalent to the magnitude of difference between authentic corpora and graded reader corpora. The paper concludes with a discussion of the results in relation to language learner use of concordances.
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Zarifi, Abdolvahed, Jayakaran Mukundan, and Elizabeth O’Dowd. "Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis." Khazar Journal of Humanities and Social Sciences 24, no. 3 (December 1, 2021): 17–27. http://dx.doi.org/10.5782/2223-2621.2021.24.3.17.

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Achieving an acceptable degree of proficiency in any language is no doubt threatened by the daunting task of mastering a bulk of new vocabulary items. Although incidental reading is often considered an invaluable source of vocabulary learning, it seems to be such a slow and error-prone process that it needs to be supplemented with explicit instruction. In order to design and assess practical activities for vocabulary learning and retention, researchers have presented several techniques and models, from which the Involvement Load Hypothesis appears to be the most popular and of widespread use by ELT practitioners. The current paper presents a detailed criticism of the Hypothesis, arguing that it is unclear in identifying the model components, making the determination and measurement of the involvement load of learning tasks rather tricky. Therefore, the current paper suggests an alternative model, namely the Cognitive Load Framework, which is claimed to be more clearly operationalized, more conveniently practicable, and more easily measurable.
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Jahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (April 28, 2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.

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The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning. Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.
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Khodaparast, Seyedeh Mitra, and Mohammad Hossein Keshmirshekan. "Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners." International Journal of Linguistics, Literature and Translation 4, no. 11 (November 29, 2021): 210–18. http://dx.doi.org/10.32996/ijllt.2021.4.11.23.

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The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed varying loads on participants. The two reading texts were controlled for their difficulty level: one with the high level of involvement load and the other with lack of involvement load, thus two experimental groups. There was a reading comprehension exam for those who participated in the first experimental group (with a high involvement load). Reading comprehension was assessed using the first Vocabulary Knowledge Scale (VKS1), which measures vocabulary knowledge. The second reading comprehension assignment was simultaneously presented to the second experimental group (the one with a low involvement load). After two weeks, they were administered VKS2, and their results were recorded. Analyzing the data was done by using independent t-tests. Exposure to high levels of involvement load has been shown to impact vocabulary development in English learners. This is despite respondents being able to recall more words from high-involvement vocabulary acquisitions than from low-involvement vocabulary acquisitions. Findings from this study may be used to construct practical tasks of reading with suitable degrees of difficulty for English language learners (EFL/ESL) teachers and vocabulary instructors.
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Benson, Stuart, and Naheen Madarbakus-Ring. "A Comparison of Textbook Vocabulary Load Analysis." Vocabulary Learning and Instruction 10, no. 2 (December 31, 2021): 9–17. http://dx.doi.org/10.7820/vli.v10.2.benson.

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The popularity of using textbooks in second language programs in universities around the world continues to grow. Textbooks support teachers in their teaching by providing accessible materials and clear instruction. In addition, learners are guided by familiar lesson frameworks (e.g., beginning, middle, end) to guide their independent study (Swales, 1980). However, textbooks present many challenges. Learners’ difficulties include the range in lexical knowledge they must possess (Nation, 2006) and the different lexical and grammatical features that are found in written textbook registers (Biber et al., 1998). This study investigates and outlines the vocabulary load of two English for Academic Purpose textbooks, using the British National Corpus and Corpus of Contemporary American English (BNC/COCA) 25,000 (Nation, 2012) and JACET8000 (JACET, 2016) word lists. The results show that for each textbook, more lexical demands are needed for second language learners in the JACET8000 compared with the BNC/COCA 25,000 lists. Understanding the content in textbooks will inform of the vocabulary-level requirements needed when taught in tertiary-level programs. Using a general and a Japanese-specific word list to identify possible pedagogical priorities can help to determine textbook priorities for teachers that can be applied to teaching in the Japanese classroom.
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Huang, Shuyun. "A Verification of Involvement Load Hypothesis on Chinese Adult English Learners." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 125. http://dx.doi.org/10.5539/ijel.v8n5p125.

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The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.
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Zarifi, Abdolvahed, and Zeinab Azizinezhad. "Vocabulary Learning And Retention: Cognitive Load Framework On Trial." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 265–78. http://dx.doi.org/10.30827/portalin.vi33.26660.

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The literature has witnessed a large number of studies investigating the merits and effectiveness of the available methods of vocabulary teaching and learning in different EFL/ESL contexts among which one can refer to the involvement load hypothesis (ILH). Despite its widespread use, some criticisms have been levelled against this model. A new framework, namely cognitive load framework (CLF), has recently been proposed. Although CLF has been validated by some TESL experts, it has not, yet, been put to the acidity test. Therefore, the present quasi-experimental study was carried out to determine whether activities with higher cognitive load degrees as predicted by CLF framework are more effective for vocabulary learning and retention. To this end, a sample of 60 Iranian EFL learners was assigned to three experimental groups and was exposed to vocabulary learning tasks with different cognitive load indices for eight weeks. Experimental group 1 received the tasks with high cognitive load, while experimental groups 2 and 3 received the medium and low cognitive load tasks, respectively. The findings revealed that the vocabulary tasks with the highest cognitive load were the most effective, and those with the lowest load were the least effective in vocabulary learning and retention.
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Jr., Varrick Douglas. "Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2237. http://dx.doi.org/10.17507/tpls.0612.01.

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Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.
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El Motabit, Abdelmalek. "Evaluating the Lexical Load of the Reading Comprehension Texts in EFL Textbooks." International Journal of Linguistics and Translation Studies 1, no. 1 (May 2, 2020): 42–53. http://dx.doi.org/10.36892/ijlts.v1i1.15.

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Research has revealed numerous problems regarding the teaching and learning of EFL in Morocco. One of these problems concerns students’ performance in reading comprehension tasks. Given the assumption that a large proportion of the problem can be attributed to lexical deficiency, this study sets out to evaluate the vocabulary load of the reading comprehension texts in EFL second-year baccalaureate textbooks. This was actualized through determining how much text coverage students could achieve with their vocabulary knowledge. To this end, a sample of 106 Moroccan bac2 (second-year baccalaureate) students was non-randomly sampled, and their vocabulary knowledge was assessed using an updated version of the Vocabulary Levels Test (VLT). In parallel, the vocabulary profiles of the reading texts in the three EFL textbooks were described using the Vocabulary Profiler software. Results have shown that students have a rather impoverished vocabulary knowledge of approximately 1317 word families, which have thus revealed a gap between their actual knowledge and the lexical load contained in their textbooks.
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Liu, Sylvia, and Barry Lee Reynolds. "Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review." Behavioral Sciences 12, no. 10 (September 23, 2022): 354. http://dx.doi.org/10.3390/bs12100354.

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The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing a word, its application in different target populations, the effective vocabulary learning task types designed based on the ILH, and the occurrence rate of the ILH components in vocabulary learning tasks. We searched IEEE, ERIC, WOS, Scopus, and ProQuest databases for empirical studies published between 2001 and 2021, using a vocabulary-focused keyword string combined with an ILH-focused keyword string. A total of 78 studies were selected using a set of inclusion and exclusion criteria. The content analysis of these studies showed that researchers have used the ILH to investigate the acquisition of six aspects of knowing a word. Four types of tasks (i.e., fill-in-the-blanks, reading, composition writing, and meaning-inferring) provided more positive evidence for the validation of the ILH. The search component was least present in the vocabulary learning tasks. Researchers have supported the use of the ILH to predict the vocabulary learning potential of tasks completed mainly by adult learners. This systematic review provides direction for future reviews and empirical studies in L2 vocabulary teaching and learning framed by the ILH.
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Dissertations / Theses on the topic "Vocabulary load"

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Clark, Eleanor Anne. "Tutor Assisted Vocabulary Support: Easing the Vocabulary Load for Burundian Refugees Studying for the U.S. Citizenship Test." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3821.

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The focus of this thesis was to develop vocabulary materials to supplement those already in use for emergent literate Burundian refugees preparing for the U.S. Citizenship Test. These learners study in conjunction with the International Rescue Committee in Salt Lake City, Utah, and with volunteer tutors who help them study. The flashcards and supporting activities were designed to better enable tutors to teach learners highly-dense vocabulary items, as well as to provide vocabulary scaffolding support for both learners and tutors and to increase depth of vocabulary knowledge with the target vocabulary. The U.S. Citizenship Test Vocabulary Flashcards and Vocabulary Support booklet were the products of a frequency-based vocabulary analysis to provide content-focused vocabulary instruction. This thesis details the steps and rationale of the process used to create these materials.
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Tsubaki, Mayumi. "Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207588.

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CITE/Language Arts
Ed.D.
This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging.
Temple University--Theses
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Song, Wanlu. "Learning vocabulary without tears : a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8493.

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The primary purpose of the present study is to compare the effectiveness of the jigsaw task and information gap tasks in understanding new words and retaining them. Sixteen pupils aged between eleven and twelve were involved in the study and divided into two groups. They were allocated either a jigsaw task or an information gap task. This study consists of a pre-test, immediate post-test, delayed post-test as well as a questionnaire. The pupils were required to carry out the chosen tasks, tested immediately and then one week later. The results of the questionnaire are also discussed in order to establish the pupils’ attitudes towards their allotted tasks.   The results revealed marginally higher scores in the immediate post-test for pupils performing the information gap task in terms of recognizing the meaning of words. However, this advantage disappeared when it came to the depth of vocabulary knowledge and word meaning retention. Pupils performing jigsaw task outperformed group B in productive vocabulary knowledge and their retention. The gain in vocabulary among pupils who performed the jigsaw task is most evident in the delayed post-test. This result is consistent with the pupils’ assertion that they enjoyed doing the jigsaw task more than the information gap task. To sum up, the jigsaw task best promotes pupils understanding of words and their retention.
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Flemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.

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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners during the learning process. In other words, the results of previous studies on APAs do not provide enough evidence to argue that APA may be able to decrease cognitive load, promote motivational effects, or facilitate meaningful learning. The lack of enough evidence in the research findings seems to be variable depending upon the APA’s features, the learners, and the difficulty of the learning materials (Schroeder & Adesope, 2014). By focusing on these factors, this study provided new considerations related to embedding an APA’s role that facilitates “Word Parts” for adult students who speak English as a Second Language (ESL) with concentrating on their cognition, motivation, and vocabulary acquisition. Presenting two APA’s roles (expert model and peer model) differently influenced ESL learners’ motivation, specifically their satisfaction feelings. In addition, ESL learners’ prior knowledge affected their intrinsic and extraneous cognitive load, motivation, and vocabulary acquisition. The two different APA’s roles and their effects on ESL learners’ perceptions and learning outcomes serve as a media comparison research. Further, examining APA as a model to teach ESL students vocabulary acquisition skills serves a Computer-Assisted Language Learning (CALL) research.
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Jiang, Xuan. "Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1528.

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English has been taught as a core and compulsory subject in China for decades. Recently, the demand for English in China has increased dramatically. China now has the world’s largest English-learning population. The traditional English-teaching method cannot continue to be the only approach because it merely focuses on reading, grammar and translation, which cannot meet English learners and users’ needs (i.e., communicative competence and skills in speaking and writing). This study was conducted to investigate if the Picture-Word Inductive Model (PWIM), a new pedagogical method using pictures and inductive thinking, would benefit English learners in China in terms of potential higher output in speaking and writing. With the gauge of Cognitive Load Theory (CLT), specifically, its redundancy effect, I investigated whether processing words and a picture concurrently would present a cognitive overload for English learners in China. I conducted a mixed methods research study. A quasi-experiment (pretest, intervention for seven weeks, and posttest) was conducted using 234 students in four groups in Lianyungang, China (58 fourth graders and 57 seventh graders as an experimental group with PWIM and 59 fourth graders and 60 seventh graders as a control group with the traditional method). No significant difference in the effects of PWIM was found on vocabulary acquisition based on grade levels. Observations, questionnaires with open-ended questions, and interviews were deployed to answer the three remaining research questions. A few students felt cognitively overloaded when they encountered too many writing samples, too many new words at one time, repeated words, mismatches between words and pictures, and so on. Many students listed and exemplified numerous strengths of PWIM, but a few mentioned weaknesses of PWIM. The students expressed the idea that PWIM had a positive effect on their English teaching. As integrated inferences, qualitative findings were used to explain the quantitative results that there were no significant differences of the effects of the PWIM between the experimental and control groups in both grade levels, from four contextual aspects: time constraints on PWIM implementation, teachers’ resistance, how to use PWIM and PWIM implemented in a classroom over 55 students.
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O'Neal, Jamie. "MULTI-MODAL READING FOR LOW LEVEL READERS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3897.

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The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing students vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.
Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD
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Stephen, Jeannet. "English loan words in the Malay print media and their implications for English vocabulary acquisition." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/14701.

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English is considered an important language in Malaysia and taught beginning at the preschool level. However, the Malaysian examination system does not require students to pass English for them to move up in grades or to enter public tertiary institutions. This has led to student apathy towards English as they could easily enter and graduate from public universities without needing to be proficient in English. Limited proficiency in English has been cited as one of the main reasons for the rising number of unemployed public university graduates -- a great many of whom are bumiputeras. The main objective of the study was to explore whether the ESL learners' knowledge of English loan words in Malay could be a useful resource in their acquisition of English vocabulary. The focus is primarily on academic vocabulary from the Academic Word List (AWL) and ESL learners in Universiti Malaysia Sabah, Malaysia. The study, implemented in two phases, employed the mixed methods methodology combining a lexical analysis of a specifically designed corpus (500,000 running words), language assessment, and survey research methods (questionnaire and semi-structured interview). Phase 1 covered the linguistic dimension of the research with a preliminary analysis of the Academic Word List and the construction of the corpus taken from semiacademic articles from a Malay print media. Phase 2, on the other hand, covered the cognitive-affective dimension of the research which involved a language attitude questionnaire, two vocabulary tasks, and a focus group interview. The test instruments were earlier piloted with 34 students and in the main study there were 101 participants (70 bumiputeras, 31 non-bumiputeras). The preliminary analysis revealed that English loan words in Malay comprised 40% of the most frequent word in the AWL. Results from the vocabulary tasks show that learners are familiar with the core meaning of the English word based on their knowledge of the word's loan form in Malay. This indicates that if teachers were to successfully use the loan words as a teaching aid, care should be taken to instruct learners in the meaning(s) and usage(s) of the English and its loan in Malay. The study also showed that students have a positive attitude towards English and the loan words in general.
Whole document restricted until March 2013, but available by request, use the feedback form to request access.
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Sadaf, Shazia. "Sahibs' English : a study of the peculiarities in the use of Indian loan-vocabulary amongst the British ruling class in India." Thesis, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427820.

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Nibelius, Folke. "Lord Bolingbroke (1678-1751) and history : a comparative study of Bolingbroke's politico-historical works and a selection of contemporary texts as to themes and vocabulary." Doctoral thesis, Stockholm : Almqvist & Wiksell international, 2003. http://catalogue.bnf.fr/ark:/12148/cb392572367.

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Arias, Badia Blanca. "Television dialogue and subtitling: a corpus-driven study of police procedurals." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/404733.

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The specialised literature has suggested the intermediate position of television dialogue and subtitling along the continuum from spoken to written language (e.g. Díaz-Cintas 2003; Quaglio 2009; Forchini 2012). This dissertation adopts a corpus-driven methodology to tackle this issue from a descriptive, contrastive point of view. It reports on results of the analysis of the Corpus of Police Procedurals (CoPP), a corpus containing the transcribed dialogue (EN) and the DVD subtitling (ES) of fifteen episodes of three contemporary police procedurals, namely Dexter (Showtime, 2006), The Mentalist (Warner Bros, 2008), and Castle (ABC, 2009). A selection of syntactic and lexical features typically attributed to either poles of the continuum have been scrutinized from a quantitative and a qualitative approach. The statistical basis of the quantitative study allows identification of patterns of behaviour (i.e. norms) on the dialogue creators’ and the subtitlers’ part. Qualitative lexical analysis adapts the corpus pattern analysis (CPA) methodology proposed by Hanks (esp. 2004, 2013a), to date used for lexicographic purposes only, for the study of lexical exploitation, i.e. creativity, in this type of texts.
La bibliografía especializada ha sugerido la posición del diálogo televisivo y del subtitulado como géneros intermedios en el continuo oralidad-escritura (p. ej. Díaz-Cintas 2003, Quaglio 2009; Forchini 2012). Esta tesis adopta la metodología corpus-driven (‘dirigida por el corpus’) para abordar esta cuestión desde un punto de vista descriptivo y contrastivo, a partir del análisis del Corpus of Police Procedurals (CoPP), un corpus compilado para los propósitos de esta investigación que contiene, alineados, el diálogo (EN) y el subtitulado para DVD (ES) de quince capítulos de tres series de ficción policíaca procesal contemporáneas: Dexter (Showtime, 2006), El mentalista (Warner Bros, 2008) y Castle (ABC, 2009). Una selección de rasgos sintácticos y léxicos prototípicamente atribuidos a ambos polos del continuo han sido examinados tanto cuantitativa como cualitativamente. La base estadística de los análisis cuantitativos llevados a cabo revela patrones de comportamiento (normas) en los creadores del diálogo ficcional y en sus traductores. El análisis cualitativo del léxico adapta la metodología lexicográfica de análisis de patrones de corpus (CPA) propuesta por Hanks (esp. 2004, 2013a) para el estudio de la explotación léxica (creatividad) en este tipo de textos.
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Books on the topic "Vocabulary load"

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Riege, Irene. Sign to the Lord a new song: A religious sign language dictionary. Milwaukee, WI: Mission for the Deaf and Hard of Hearing, Wisconsin Evangelical Lutheran Synod, 2003.

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Joseph, Conrad. Lord Jim. Rearsby: Clipper Large Print, 2012.

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Joseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.

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Joseph, Conrad. Lord Jim. Ware: Wordsworth Classics, 1993.

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Joseph, Conrad. Lord Jim. London: Penguin Group UK, 2010.

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Joseph, Conrad. Lord Jim. Mineola, N.Y: Dover Publications, 1999.

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Joseph, Conrad. Lord Jim. Peterborough, Ont: Broadview Press, 2001.

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Joseph, Conrad. Lord Jim. [Barcelona]: Debolsillo, 2008.

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Joseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.

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Joseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.

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Book chapters on the topic "Vocabulary load"

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Lee, Haemoon, and Hyunhye Choi. "Cognitive Load, Attention, and Incidental Vocabulary Learning." In The Routledge Handbook of Second Language Research in Classroom Learning, 286–301. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-20.

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Huang, Guoyuhui, and Khe Foon Hew. "Adding ‘Reinforcement’ to the Involvement Load Hypothesis Improves Students’ Productive Vocabulary Performance." In Lecture Notes in Computer Science, 288–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08939-8_25.

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Tang, Chanchan, and Jeanine Treffers-Daller. "Assessing Incidental Vocabulary Learning by Chinese EFL Learners: A Test of the Involvement Load Hypothesis." In Assessing Chinese Learners of English, 121–49. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_7.

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Cottam, Michael E., and Wilhelmina C. Savenye. "The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Incidental Vocabulary Acquisition, and Cognitive Load." In Educational Media and Technology Yearbook, 83–113. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06314-0_6.

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Hill, Jane H. "Otomanguean loan words in Proto-Uto-Aztecan maize vocabulary?" In In Hot Pursuit of Language in Prehistory, 309–20. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.145.23hil.

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Abdel-Qader, Mohammad, Ansgar Scherp, and Iacopo Vagliano. "Analyzing the Evolution of Vocabulary Terms and Their Impact on the LOD Cloud." In The Semantic Web, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93417-4_1.

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Huang, Guoyuhui. "Uncovering the role of learning ecology in explaining students’ engagement in informal L2 learning activities in digital online environments." In Proceedings of the XXIst International CALL Research Conference, 47–54. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-7.

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Productive vocabulary refers to retrieving and applying the words in speaking and writing. It forms the basis for EFL (English as a Foreign Language) learners to express themselves accurately and fluently. Recent years have witnessed a growth of publications examining the effects of the Involvement Load Hypothesis (ILH) on productive vocabulary performance, although with somewhat mixed results. The present study explored whether ‘repetition’ could complement the ILH in improving EFL learning of productive vocabulary. Correspondingly, two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL learners apply productive vocabularies in the IELTS (International English Language Testing System) examination. Applet 1.0 was chiefly developed based on the ILH. Applet 2.0 was developed based on ILH with the additional support of repetitive reading activities. Specifically, learners studied with Applet 1.0 merely encountered each target item once. By contrast, learners studied with Applet 2.0 would meet each required vocabulary eight times. Fifty Chinese college students, divided into a control group (CG, n = 26) and an experimental group (EG, n = 24), participated in the present study. Both groups were asked to write a composition every week while learning with different applets (CG learned with 1.0 and EG studied with 2.0). Three paragraph writing tests, namely pre-test, post-test and delayed-test were administered to assess their productive vocabulary proficiency. We found the EG significantly outperformed the CG in terms of the post-test and delayed-test. Therefore, it was concluded that repetition and ILH were indeed compatible, which could result in better productive vocabulary acquisition.
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Vysotska, Zoriana. "Communicative competence formation by means of scientific and literary styles." In Modern approaches to the development of relevant competencies in the socio-cultural environment, 151–84. Primedia eLaunch LLC, 2023. http://dx.doi.org/10.36074/madrcsce-monograph.2023.7.

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One of the mandatory aspects of the learning about the internal structural organization of the language of economic works is the study of the composition, semantics, thematic parameters, the contextual load of lexical nominations, that is, the study of the vocabulary as the basis of each functional style, each specific text. The vocabulary components’ characteristics are directly related to the genre and style, thematic and pragmatic focus of the analyzed texts. These texts represent the popular science substyle of the early 19th and the late 20th centuries, when there was no clear distinction between actual scientific and popular science researches. This fact significantly affected the manner of information presentation, therefore, the language structure of the works (for example, the active use of colloquial expressions, phraseological units and colloquial syntax structures in the context of the book vocabulary). These features also had a pragmatic motivation: they were aimed at the simple and comprehensive presentation of complicated scientific information, since I. Franko’s works were often designated not for economists, but for an“average” reader. ...
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Utas, Bo. "The Arabic Loan-Word Vocabulary." In A Persian Sufi Poem, 120–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315163901-5.

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"The Adaptation of Loan Words in Quebec Sign Language: Multiple Sources, Multiple Processes." In Foreign Vocabulary in Sign Languages, 159–94. Psychology Press, 2001. http://dx.doi.org/10.4324/9781410601513-12.

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Conference papers on the topic "Vocabulary load"

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Yeletskaya, Olga V., and Lyudmila A. Silaeva. "The state of emotional-evaluative vocabulary in the expression of emotions in preschool children with general speech underdevelopment." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-273-280.

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The article presents typical difficulties in controlling and expressing their emotional states by verbal and non-verbal means in children with general speech underdevelopment. The study of emotionalevaluative vocabulary in the vocabulary of children of this category revealed the features of understanding and using this vocabulary: problemsof understanding words with emotional load, limited active vocabulary of emotional-evaluative vocabulary, difficulties in selecting synonyms and antonyms for emotional-evaluative words, the processes of word formation and inflection are difficult.
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Huang, Guoyuhui. "Autonomy Strengthens the Predictive Power of Involvement Load Hypothesis on Students' Productive Vocabulary Performance." In 2022 International Symposium on Educational Technology (ISET). IEEE, 2022. http://dx.doi.org/10.1109/iset55194.2022.00055.

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Meng, Song, and Min Wang. "Effects of Word Frequency on Incidental Vocabulary Learning under Tasks with the Same Involvement Load." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.102.

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Silaeva, Lyudmila A. "Speech therapy work with preschoolers with ONR on the development of the emotional sphere as prerequisites for the formation of emotional-evaluative vocabulary." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-64-70.

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The author of the article draws attention to the fact that at present, many preschool children with general speech underdevelopment of various etiologies have features in the development of the emotional sphere. This prevents the full-fledged interaction of preschoolers with general speech underdevelopment with the outside world, children experience difficulties in controlling and expressing their emotional states by verbal and non-verbal means, have problems understanding and using words with an emotional load, the lack of formation of emotional-evaluative vocabulary in the children's dictionary is noted. The author points out that an important stage in the formation of emotional-evaluative vocabulary in preschoolers with a common is preliminary work on the development of expressive paralinguistic means of communication, the ability to perceive the emotional states of other people and express their own feelings and experiences.
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Diaconu, Dana Camelia. "THE PROPORTION OF LOAN TRANSLATION, LOAN AND TRANSLATION IN FORMING THE ROMANIAN IT / COMPUTERS VOCABULARY VS. THE GEOGRAPHICAL VOCABULARY." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.030.

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"Effects of Glosses and Involvement Loads on Incidental Vocabulary Acquisition." In 2017 4th International Conference on Literature, Linguistics and Arts. Francis Academic Press, 2017. http://dx.doi.org/10.25236/iclla.2017.08.

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