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Vocabulary Aspects of Reading Readability
Vocabulary Aspects of Reading Readability
Vocabulary aspects of reading... with special attention to what the teacher can do
Part 1: You need vocab in order to read
The learner needs to know vocab in order to read... ....but not only vocab.
What other kinds of knowledge does a learner need in order to read? What factors potentially affect readability of text?
Gray and Leary found Of the 64 countable variables related to reading difficulty, those with correlations of .35 or above were the following (p.115): 1. Average sentence length in words: -.52 (a negative correlation, that is, the longer the sentence the more difficult it is). 2. Percentage of easy words: .52 (the larger the number of easy words the easier the material). 3. Number of words not known to 90% of sixth-grade students: -.51 4. Number of easy words: .51 5. Number of different hard words: -.50 6. Minimum syllabic sentence length: -.49 .so words are the top = problem with sentence length
Can you spot what lexical items might be least likely to be known in this FCE text?... So
cause vocab-related difficulty
Words etc. which you think you know but cannot retrieve
Also unknown meanings and phrases with words that you know in other meanings Words etc. which you think you know but actually dont (Laufer 1997 mistaken ID)
What % of words in a text actually does a reader need to know in order to read it successfully? (assuming the focus is on reading
comprehension, not vocabulary mining)
The ideal % lexical coverage (% of words known by the reader already) depends on:
type of text (fiction, academic...; how clearly structured)
length of text
what % comprehension score you regard as successful: 55% (Laufer 1989) or 100%?
purpose of reading (intensive, extensive) amount of support (dictionary, teacher etc.)
What are the teachers (or textbooks) solutions if a text has too many unknown words for specific readers?
Often not an option in practice... e.g. required syllabus, textbook, exam. Fine with extensive reading.
Three ways of assessing the vocab level of a text (% of words likely to be unknown)
Teacher judgment of text, based on knowledge of students and what vocab they are likely not to know Use of Compleat Lexical Tutor facilities to check text against general frequency (what frequency level of words do students need to know to attain 95% or 98% coverage?) or a specific syllabus wordlist. Students vocab prof profile can also be measured to assess the match.
Khim.
Rely on learner judgment as to whether a text is at the right level for them? (Hu and Nation found 2/3 students could predict their comprehension scores within 14%)
replacing/removing hard words, so all vocab is within a certain frequency level (the usual choice of publishers).
keeping them, but building in extra clues so they can be easily guessed (context enhancement) providing glosses along with the text (a common teacher choice).
d. Allow more resources to be available (e.g. ask teacher, peers, dictionary) when reading the text.
Again not a solution for exam reading typically but fine in other reading circumstances, arguably relies on availability of sources, dictionary skills
a-d overall
Beware making the text too easy if new vocab needs to be met and acquired Allow for some exercise of WAS such as inferencing alongside appeal
e. and f. Have received much attention recently: to prepare students for reading harder texts is it better to teach...
reading strategies (incl. Word Attack Strategy - WAS), or ... vocab?
The language proficiency threshold hypothesis: Is L2 reading a reading problem or a language problem?
(Alderson 1984).
L2 reading ability seen as L1 reading ability + L2 language knowledge (incl. vocab) L1 reading ability, apart from L1 language knowledge, largely consists of reading strategic competence (incl. WAS) and relevant nonlinguistic knowledge (content and formal schemata)
To read authentic novels and have coverage of 9598% of the running words, so a chance of adequate comprehension, a learner would need a vocabulary size of 3000-5000 word families
(Nation and Waring 1997; or 5000-8000 words). (Note: Proper nouns, which typically account for 4-5% of the running words, are counted as known words that do not need to be learned before reading a novel. A word family is a set of words related by wordformation, such as happy, unhappy, happiness, happily etc. as well as by inflection happy, happier, happiest)
What about ESP reading? To successfully read authentic texts of the field of tourism (EOP), is it more important to know frequent general English words or words distinctively frequent in tourism texts? Carlota
Bibliography
Alderson, J.C. (1984). Reading in a foreign language: a reading problem or a language problem? In J.C. Alderson and A. H. Urquhart (eds.), Reading in a Foreign Language. London: Longman.
Bright J.A. and G.P McGregor. (1970). Teaching English as a second language. London: Longman Gray, W. S. and B. Leary. (1935). What makes a book readable. Chicago: Chicago University Press. Hu M. Hsueh-chao and P. Nation (2000). Unknown Vocabulary Density and Reading Comprehension Reading in a Foreign Language, 13(1) Hirsh, D. and P. Nation. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8, 2: 689-696. Krashen S. (1993). The power of reading. Eaglewood Colorado: Libraries Unlimited. Laufer, B. (1989) What percentage of textlexis is essential for comprehension? In C. Lauren and M. Nordman (Eds) Special Language: From Humans Thinking to Thinking Machines Clevedon: Multilingual Matters. Laufer, B. (1997). The lexical plight in second language reading: words you don't know, words you think you know and words you can't guess. In Second Language Vocabulary Acquisition: a Rationale for Pedagogy, eds. J. Coady and T. Huckin. Cambridge University Press. pp. 20-34 Nation, P & Waring, R. (1997). Vocabulary size, text coverage, and word lists. In Schmitt N, & McCarthy, M. (Eds). Vocabulary: Description, Acquisition, Pedagogy. New York: Cambridge University Press, p. 6-19