Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined.
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| Title: | Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined. |
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| Authors: | Webb, Stuart1 |
| Source: | Reading in a Foreign Language. Oct2021, Vol. 33 Issue 2, p278-293. 16p. |
| Subject Terms: | *Teacher-student relationships, *Listening comprehension, *Reading comprehension, Fiction |
| Abstract: | Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies. Moreover, lexical profiling research provides teachers and learners with concrete vocabulary learning targets that students can seek to achieve and evaluate their knowledge against. However, there are only three studies that have precisely investigated the effects of lexical coverage on reading comprehension (Hu & Nation, 2000; Laufer, 1989; Schmitt et al., 2011), two that have directly investigated its effects on listening comprehension (Bonk, 2000; Van Zeeland & Schmitt, 2013), and one that has done this for viewing comprehension (Durbahn et al., 2020). With few studies and few variables that may affect comprehension examined, discussions of the generalizability of lexical coverage findings are likely overstated. The aim of this article is to clarify earlier research findings and highlight areas where further research is needed. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153768457 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+in+a+Foreign+Language%22">Reading in a Foreign Language</searchLink>. Oct2021, Vol. 33 Issue 2, p278-293. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Fiction%22">Fiction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies. Moreover, lexical profiling research provides teachers and learners with concrete vocabulary learning targets that students can seek to achieve and evaluate their knowledge against. However, there are only three studies that have precisely investigated the effects of lexical coverage on reading comprehension (Hu & Nation, 2000; Laufer, 1989; Schmitt et al., 2011), two that have directly investigated its effects on listening comprehension (Bonk, 2000; Van Zeeland & Schmitt, 2013), and one that has done this for viewing comprehension (Durbahn et al., 2020). With few studies and few variables that may affect comprehension examined, discussions of the generalizability of lexical coverage findings are likely overstated. The aim of this article is to clarify earlier research findings and highlight areas where further research is needed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153768457 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.64152/10125/67407 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 278 Subjects: – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Listening comprehension Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Fiction Type: general Titles: – TitleFull: Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Webb, Stuart IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 02642425 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: Reading in a Foreign Language Type: main |
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