Abstract
In the present study, we propose a complementary approach to the traditional analysis of lexical availability studies by looking at learners’ word responses from the perspective of word frequency. We apply a word frequency framework to data produced by 6th and 8th English as a Foreign Language Learners in Spanish Primary and Secondary schools in response to nine cue words traditionally used in lexical availability studies. The chapter looks at learner profiles according to the number of words produced in the nine semantic domains, and the proportion of infrequent words to frequent words in each domain. The findings are relevant for lexical availability studies as they open a new line of research in the field. They are also relevant for vocabulary research as they question the assumption of a linear pattern of vocabulary acquisition through frequency bands.
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Notes
- 1.
By Anglo-Saxon tradition we mean vocabulary research on second or foreign language learners entirely conducted in English, and published by publishing houses and academic journals based on English speaking countries. The term is used in opposition to PanHispanic tradition, where research on second or foreign language learners’ vocabulary knowledge has also been conducted but from the perspective of lexical availability rather than frequency. This research is published in Spanish by publishing houses and academic journals based on Spain as well as on Latin American countries and other Spanish speaking countries.
- 2.
See Jiménez Catalán and Ojeda Alba (2009) for a detailed description of the whole sample.
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Acknowledgments
We would like to acknowledge the financial support of Ministerio de Ciencia e Innovación through grant nº FFI2010-19334.
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Jiménez Catalán, R.M., Fitzpatrick, T. (2014). Frequency Profiles of EFL Learners’ Lexical Availability. In: Jiménez Catalán, R. (eds) Lexical Availability in English and Spanish as a Second Language. Educational Linguistics, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7158-1_6
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