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The Lemma Dilemma: How Should Words Be Operationalized in Research and Pedagogy?

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Title: The Lemma Dilemma: How Should Words Be Operationalized in Research and Pedagogy?
Language: English
Authors: Webb, Stuart (ORCID 0000-0002-8297-4997)
Source: Studies in Second Language Acquisition. Dec 2021 43(5):941-949.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Teaching Methods, Word Lists, Language Tests, Computational Linguistics, Profiles, Language Research
DOI: 10.1017/S0272263121000784
ISSN: 0272-2631
Abstract: Recently there has been some debate about the appropriacy of different lexical units in pedagogy and research (e.g., Brown et al., 2020; Dang & Webb, 2016a; Kremmel, 2016; Laufer & Cobb, 2020; McLean, 2018; Nation, 2016; Nation & Webb, 2011; Vilkaite-Lozdiene & Schmitt, 2020). The lexical unit (word types, lemmas, flemmas, word families) needs to be considered when developing wordlists, vocabulary tests, and vocabulary learning programs. It is also central to the lexical profiles of text and corpora, which indicate the vocabulary learning targets associated with understanding different types of discourse. Perhaps most importantly, the lexical unit of words found in vocabulary learning resources such as word lists and tests may affect their pedagogical value. The aim of this article is to highlight aspects of research and pedagogy that are affected by lexical units and describe issues that should be considered when operationalizing words in studies of vocabulary and learning resources.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1319301
Database: ERIC
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  Data: The Lemma Dilemma: How Should Words Be Operationalized in Research and Pedagogy?
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. Dec 2021 43(5):941-949.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: Recently there has been some debate about the appropriacy of different lexical units in pedagogy and research (e.g., Brown et al., 2020; Dang & Webb, 2016a; Kremmel, 2016; Laufer & Cobb, 2020; McLean, 2018; Nation, 2016; Nation & Webb, 2011; Vilkaite-Lozdiene & Schmitt, 2020). The lexical unit (word types, lemmas, flemmas, word families) needs to be considered when developing wordlists, vocabulary tests, and vocabulary learning programs. It is also central to the lexical profiles of text and corpora, which indicate the vocabulary learning targets associated with understanding different types of discourse. Perhaps most importantly, the lexical unit of words found in vocabulary learning resources such as word lists and tests may affect their pedagogical value. The aim of this article is to highlight aspects of research and pedagogy that are affected by lexical units and describe issues that should be considered when operationalizing words in studies of vocabulary and learning resources.
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