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Academic Vocabulary and Grammar

Academic Vocabulary and Grammar. Academic Word Lists. Structure. 1. Academic Word List (AWL) 1.1 Definition 1.2 The Lists 1.3 The Purpose of AWL 1.4 Some Examples for AWL 1.5 Occurrence and Usage of AWL 2. General Service List (GSL) 2.1 Definition

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Academic Vocabulary and Grammar

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  1. Academic Vocabulary and Grammar Academic Word Lists

  2. Structure 1. Academic Word List (AWL) 1.1 Definition 1.2 The Lists 1.3 The Purpose of AWL 1.4 Some Examples for AWL 1.5 Occurrence and Usage of AWL 2. General Service List (GSL) 2.1 Definition 2.3 The Revised List 3. University Word List (UWL) 4. Sources

  3. 1. Academic Word List ( AWL) 1.1 Definition • Was acquired in 2000 by AverilCoxhead • One of several vocabulary lists • The list includes 570 word families • The word families are classified into 10 SUBLISTS, which reflect word frequency and range • It does not contain the approximately 2000 English words, which are used the most

  4. The AWL was developed in the first place, to be used by teachers or students on an academic level • It is useful/recommended for second-language learners, who want to study at an English-speaking institution • To find out about what words should be included in the AWL, an analysis of academic journals, textbooks, course wordbooks, lab manuals and course notes was necessary • The list, which appeared after the analysis, contained about 3,5 million words

  5. 1.2 The Lists • The 570 word families are classifies into 10 SUBLISTS • Those SUBLISTS are arranged by frequency •  SUBLIST 1 contains the most frequent words (= ‘analyze’), SUBLIST 10 the words, which are used the least frequent (= ‘adjacent’) • SUBLIST 1 contains the 60 most common words in AWL • SUBLIST 2 the next 60 … • Each SUBLIST consists of 60 word families, except SUBLIST 10, which involves only 30

  6. Examples • SUBLIST 1 with the most frequent words: • SUBLIST 10with the less frequent words:

  7. 1.3 The Purpose of AWL • The words of the AWL are important for students, who plan to study at an English-speaking college or university • The words of AWL often appear in newspapers, magazines, novels, … • The AWL is very useful to improve vocabulary skills • Students get a much better understanding of the range and meaning of vocabulary • AWL is also very important, to see the different derivations of the word families ( verb, noun, adjective, adverb)

  8. 1.4 Some Examples for AWL • http://web.uvic.ca/~gluton/awl/id17.htm • The word families for each SUBLIST are divided into six groups • There are three exercises for each word family • Many of the exercises include different derivations for the respective word • Each level should be finished before moving on to the next

  9. http://www.vuw.ac.nz/lals/research/awl/headwords.html& http://www.vuw.ac.nz/lals/research/awl/sublists.html • The headwords of the AWL are the stem for the words • The number after each headword is the SUBLIST, the word family is in • The SUBLISTS contain the word families, the word, which is used the most appears in Italics

  10. 1.5 Occurrence and Usage of AWL • The occurrences of AWL within the whole Academic Corpus and the number of pages a student needs to read, to encounter the words

  11. The Burns and Mitchell technique of dating business cyclesrelied primarily on two sorts of information: the descriptive evidence from business publications and general business conditions indices, and the "specificcycles" found in many individual series and the tendency for turning points to sometimes cluster at certain dates.  Based on this information, a set of reference cycledates were selectedthat specified the turning points in "aggregateeconomicactivity".  A key feature of the Burns and Mitchell approach was to focus on the amount of cyclicalco-movement or coherence among a large number of economicvariables.  This co-movement is the prime characteristic of their definitionof the business cycle:  "...a cycleconsistsof expansionsoccurringat about the same time in many economic activities, followed by similarly general recessions, contractions, and revivals which merge into the expansionphase of the next cycle;...in duration business cyclesvary from more than one year to ten or twelve years..." (Burns and Mitchell, 1946, p 3).

  12. How to use the words in the AWL • Students should read academic texts and listen to academic lectures and discussions • Students should have the possibility to speak in academic discussions and write academic texts, in which they use the academic vocabulary • Students should directly use and learn words from the lists  they should learn them like normal vocabulary for any language, besides that they should also read academic texts

  13. Example of how to study the words of the AWL 1. Search for an interesting text 2. Comprehension of the text 3. Search and selection for the academic words in the text • “The plans include planting trees and hedges to protect crops from grazing animals and wind erosion.” • Understanding of the meaning • “It's necessary to protect crops from erosion, so erosion has a negative meaning.”

  14. Contemplation of the other words it is used with • „Erosion“ used in the phrase „wind erosion“ • Contemplation of the grammar of the word • „erosion” used as singular, no article, “erosion” is an uncountable noun 4. For more information of the word, a dictionary should be used 5. If the use of the academic word is understood, an own sentence should be created

  15. 2. General Service List ( GSL) 2.1 Definition • GSL provides basic vocabulary of English in order of frequency • It was first created in 1953, by West • List was a set of 2000 selected words for people, who wanted to study English • Words were selected by frequency • This GSL was configured by headwords, which represented a word family

  16. Every headword was in alphabetical order, besides that it appeared with „brief definitions and example sentences“ • Each word came with a number, which represented the occurrence per 5 million words as well as with a percentage number for each meaning • The words were graded by their frequency numbers • The list has been used for several decades, but nowadays it is rather out of date

  17. Problems, which make it hard to use the list nowadays • It was problematic to discover, how many words this GSL contained • For example, the word EFFECT was followed by a set of words: • effective, effectively, efficient, efficiency, efficiently • Also the transcription of the words was interminable • It was hard to state, whether the frequency numbers should be added to the headwords before or after the ranking of the words • Another problem was the written material, from which the frequencies were taken  1938 and 1949

  18. 2.2 The Revised List • http://jbauman.com/gsl.html & http://www.auburn.edu/~nunnath/engl6240/wlistgen.html • List was created by Baumann and Culligan in 1995 • It is ranked by frequency order • To establish the number of frequencies, the Brown Corpus was used • This GSL provides 2284 words

  19. The list contains all headwords and derived forms from the original GSL • The headwords are classified into word families, which are based on levels 1 to 4 and ranked according to the frequency numbers • The list appears with rank number, frequency number and the word • GSL with SUBLISTS can be found on: http://www.nottingham.ac.uk/~alzsh3/acvocab/wordlists.htm • The knowledge of the GSL and the AWL will increase the understanding of academic texts extensively

  20. 3. University Word List ( UWL) • Published in 1984 • It contains vocabulary, which is common in academic texts • It contains about 808 words that are divided into 11 levels • The UWL was established for students, who have a basic knowledge of English and who planned to study at an English speaking university or college • The UWL is linked to the GSL

  21. The configuration of the list is similar to the AWL • The UWL is divided into 11 levels, which include the words in alphabetical order • Level 1 to 3 have the highest frequency • Since 2000, the AWL replaces the UWL • The UWL can be found on: http://jbauman.com/UWL.html

  22. 4. Sources • http://jbauman.com/gsl.html • http://jbauman.com/UWL.html • http://web.uvic.ca/~gluton/awl/ • http://web.uvic.ca/~gluton/awl/id17.htm • http://www.auburn.edu/~nunnath/engl6240/wlistgen.html • http://www.logixlab.com/wordlist.htm • http://www.nottingham.ac.uk/~alzsh3/acvocab/ • http://www.nottingham.ac.uk/~alzsh3/acvocab/exercises.htm • http://www.nottingham.ac.uk/~alzsh3/acvocab/learning.htm • http://www.nottingham.ac.uk/~alzsh3/acvocab/wordlists.htm • http://www.uni-trier.de/uni/fb2/anglistik/Projekte/stubbs/awl.htm • http://www.vuw.ac.nz/lals/research/awl/info.html • http://www.vuw.ac.nz/lals/research/awl/sublists.html

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