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Vocabulary Acquisition and the Learning Curve

Michael Daller, John Turlik, Ian Weir

Vocabulary knowledge: Human ratings and automated measures, Volume: 1

Swansea University Author: Michael Daller

Abstract

The present study investigates the long-term growth of written vocabulary in English as a foreign language by adult learners and suggests appropriate models for the learning curve. Modelling vocabulary growth can give us further insight into the language acquisition process as such but according to...

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Published in: Vocabulary knowledge: Human ratings and automated measures
Published: Amsterdam John Benjamins 2013
URI: https://cronfa.swan.ac.uk/Record/cronfa13619
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spelling 2015-06-27T15:38:59.2130595 v2 13619 2012-12-11 Vocabulary Acquisition and the Learning Curve 804fdb0f09c45a660a1ac27cc762d8fe Michael Daller Michael Daller true false 2012-12-11 APLI The present study investigates the long-term growth of written vocabulary in English as a foreign language by adult learners and suggests appropriate models for the learning curve. Modelling vocabulary growth can give us further insight into the language acquisition process as such but according to Meara (1997) there have hardly been any attempts to develop such models in applied linguistics. Many studies in educational contexts show that learning curves are non-linear (Freedman 1987, Vulanović 2007) but there is no agreement on the best non-linear model which may vary between different contexts. Although there are strong arguments, both on empirical and on theoretical grounds that a power curve is appropriate in most educational settings (Newell and Rosenbloom 1984, Ninio 2007) other models have been proposed as well, such as quadratic functions with a steeper increase in later learning phases (Van de gaer, Van Damme, De Munter 2009) or logarithmic models (Verhoeven and van Leeuwe 2009). Little is known about the long-term patterns of vocabulary learning in an EFL context. Book chapter Vocabulary knowledge: Human ratings and automated measures 1 John Benjamins Amsterdam English as a Foreign Language (EFL), Language testing, vocabulary, learning curve 1 7 2013 2013-07-01 COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2015-06-27T15:38:59.2130595 2012-12-11T12:39:28.2057251 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Michael Daller 1 John Turlik 2 Ian Weir 3
title Vocabulary Acquisition and the Learning Curve
spellingShingle Vocabulary Acquisition and the Learning Curve
Michael Daller
title_short Vocabulary Acquisition and the Learning Curve
title_full Vocabulary Acquisition and the Learning Curve
title_fullStr Vocabulary Acquisition and the Learning Curve
title_full_unstemmed Vocabulary Acquisition and the Learning Curve
title_sort Vocabulary Acquisition and the Learning Curve
author_id_str_mv 804fdb0f09c45a660a1ac27cc762d8fe
author_id_fullname_str_mv 804fdb0f09c45a660a1ac27cc762d8fe_***_Michael Daller
author Michael Daller
author2 Michael Daller
John Turlik
Ian Weir
format Book chapter
container_title Vocabulary knowledge: Human ratings and automated measures
container_volume 1
publishDate 2013
institution Swansea University
publisher John Benjamins
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 0
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description The present study investigates the long-term growth of written vocabulary in English as a foreign language by adult learners and suggests appropriate models for the learning curve. Modelling vocabulary growth can give us further insight into the language acquisition process as such but according to Meara (1997) there have hardly been any attempts to develop such models in applied linguistics. Many studies in educational contexts show that learning curves are non-linear (Freedman 1987, Vulanović 2007) but there is no agreement on the best non-linear model which may vary between different contexts. Although there are strong arguments, both on empirical and on theoretical grounds that a power curve is appropriate in most educational settings (Newell and Rosenbloom 1984, Ninio 2007) other models have been proposed as well, such as quadratic functions with a steeper increase in later learning phases (Van de gaer, Van Damme, De Munter 2009) or logarithmic models (Verhoeven and van Leeuwe 2009). Little is known about the long-term patterns of vocabulary learning in an EFL context.
published_date 2013-07-01T03:15:34Z
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score 11.036706

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