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Abstract Given the importance of specialized vocabulary in scientific communication and academic discourse, there is a growing need to create wordlists to address the vocabulary-learning needs of university students and researchers in different subject areas. The current study analyzed a corpus of chemistry research articles (with 278 million running words) to establish a mid-frequency vocabulary list for this field. Using frequency, range, and dispersion criteria, the study identified 560 lemmas in the fourth to the ninth British National Corpus/Corpus of Contemporary American English (BNC/COCA) lists that provided 6.4% coverage of all words in the corpus. The list was validated using specialized and general corpora, and the results confirmed the value and relevance of the items for chemistry. Moreover, for using the list for pedagogical goals, the vocabulary items were divided into five bands based on their coverage and importance. The 100 words in the first band were the most important mid-frequent vocabulary in chemistry, as they provided 3.05% coverage. The study highlights the significant contribution of mid-frequency words in research articles and the findings have implications for using large corpora as a big data source in identifying specialized and field-specific vocabulary.

Given the importance of specialized vocabulary in scientific communication and academic discourse, there is a growing need to create wordlists to address the vocabulary-learning needs of university students and researchers in different subject areas. The current study analyzed a corpus of chemistry research articles (with 278 million running words) to establish a mid-frequency vocabulary list for this field. Using frequency, range, and dispersion criteria, the study identified 560 lemmas in the fourth to the ninth British National Corpus/Corpus of Contemporary American English (BNC/COCA) lists that provided 6.4% coverage of all words in the corpus. The list was validated using specialized and general corpora, and the results confirmed the value and relevance of the items for chemistry. Moreover, for using the list for pedagogical goals, the vocabulary items were divided into five bands based on their coverage and importance. The 100 words in the first band were the most important mid-frequent vocabulary in chemistry, as they provided 3.05% coverage. The study highlights the significant contribution of mid-frequency words in research articles and the findings have implications for using large corpora as a big data source in identifying specialized and field-specific vocabulary. [ABSTRACT FROM AUTHOR]

The accounts of the La Recherche expedition (1st voyage, 1835–2nd voyage, 1836) include two Greenlandic wordlists that offer the opportunity to catch a glimpse (one admittedly small) of the local lect of Paamiut. The comparison with contemporary dialectological descriptions allows for interesting conclusions about the linguistic history of this region on the southwest coast of Greenland. Of the four diagnostic features traditionally ascribed to Paamiut Greenlandic, that is, (1) i- effect, (2) retention of the /s/ vs /ʂ/ opposition, (3) shortening of geminates in sequences of the type VVCCV(V), and (4) a kind of "vowel harmony" whereby /ua/ > /awa/ & /ui/ > /iwi/, the wordlists confirm fully (1) and partially (2). There is inconclusive evidence for (3) and no trace of (4) whatsoever. [ABSTRACT FROM AUTHOR]

Semi-technical vocabulary, a type of vocabulary with both a technical and non-technical meaning (e.g., colon : part of the large intestine; punctuation mark), is an area of controversy owing to disagreement over its definition and characteristics. While it is widely held that learning technical vocabulary is critical for learners of English for Specific Purposes (ESP), several studies have also focused on semi-technical vocabulary because these words often have multiple meanings, depending on the context, and may therefore be harder to learn and understand than purely technical words. This study aims to revisit semi-technical vocabulary in medicine to address these controversial issues by re-evaluating a 595 semi-technical medical word list developed by Hsu (2013). A core meaning-based analysis identified 302 potentially confusing semi-technical medical words. These are mostly mid-frequency words; some are academic and low-frequency words. The findings also revealed pedagogic challenges associated with word form frequency-based lists deserving of further research. • The study analyzed core meanings in Hsu's (2013) Medical Word List (MWL). • Analysis revealed potentially problematic semi-technical medical words (STM). • These STM words are polysemous and have homographs, causing pedagogic challenges. • The findings revealed these STM words can be academic, mid-, or low-frequency. • 302 words (51%) with polysemes/homographs challenge the usefulness of the MWL. [ABSTRACT FROM AUTHOR]

Given that, Corpus Linguistics supports the integration and the use of sociocultural approaches in Second Language Acquistion (SLA), this study underpins what corpus linguists uphold in their researches concerning language and its features to support and assist language teachers and learners in the acquisition of the English. The main focus of this study goes in line with consistent SLA theories, particularly those that emphasize the sociocultural approaches targeting: input and output (linguistic data), use of authentic texts, the importance and creation of real-world language tasks, learner-learner interaction, and learner autonomy in dependency to explore the data provided in corpora contexts. In relevance to technology integration in SLA, SkELL (Sketch Engine for Language Learning) is a free, open online search engine that shows how genuine language as selected for linguistic purposes, is used by real speakers of the targeted language. The present study aims to highlight the practicality of implementing: Word Sketch, Thesaurus, Wordlist as innovative tools among a range of others. It addresses the use of relia and authentic texts that guide autonomously language learners undertake, explore and reach to conclusive remarks to any relevant issue-specific empirical study of the language. [ABSTRACT FROM AUTHOR]

Password-based authentication systems have many weaknesses, yet they remain overwhelmingly used and their announced disappearance is still undated. The system admin overcomes the imperfection by skilfully enforcing a strong password policy and sane password management on the server side. But in the end, the user behind the password is still responsible for the password's strength. A poor choice can have dramatic consequences for the user or even for the service behind, especially considering critical infrastructure. On the other hand, law enforcement can benefit from a suspect's weak decisions to recover digital content stored in an encrypted format. Generic password cracking procedures can support law enforcement in this matter — however, these approaches quickly demonstrate their limitations. This article proves that more targeted approaches can be used in combination with traditional strategies to increase the likelihood of success when contextual information is available and can be exploited. [ABSTRACT FROM AUTHOR]

This article provides a list of 125 words of the Mochica language. Created in 1865 on the initiative of Santiago C. Montjoy, then United States consul in Lambayeque, the list was discovered in the 1970s among the dispatches of the Lambayecan consuls, which are archived in the National Archives of the United States by archeologist James B. Richardson III. The list responds to a call from the American Ethnological Society, which, in its first circular that was issued in 1863, invited respondents to submit the equivalents of 180 English words in the indigenous languages of the Americas. This article discusses the circumstances of the elaboration of the list and presents a transcription of its contents and associated materials. In addition, it provides a comparison of the words with their representation in other sources and a philological analysis of selected aspects of the material. In spite of the unsystematic orthography, which one usually finds in this type of source, the wordlist offers new interpretative avenues regarding the phonetics and phonology of 19th century Mochica and the possibility of deepening our understanding of the language.

Reading comprehension is an essential interdisciplinary skill that serves as a foundation of all other subject areas. In science, as a subject rich in vocabulary words, the learner's ability to read and comprehend to generate a conceptual understanding cannot be set aside. Thus, integrating literacy strategies such as vocabulary instruction strategies in teaching the subject is of great help to the learners. This quasi-experimental research determined the effect of integrating explicit vocabulary instruction strategy in the conceptual understanding of students in science. Forty-four students served as participants in this research. Inquiry-based approach, particularly the Engage, Explore, Explain, Elaborate, and Evaluate Learning Cycle (5 E’s) was utilized in teaching the control group. While in the experimental group, the same strategy was employed, but with the integration of vocabulary instruction strategies. T-test was used in determining the significant difference in the performances of the two groups. The findings reveal that the students who were taught with the integration of explicit vocabulary instruction strategy performed better than the students who did not undergo vocabulary instruction. This suggests that the integration of the explicit vocabulary instruction strategy in teaching science enhances the conceptual understanding of the students in the subject. Thus, it is recommended that science teachers who are trained as content specialists should consider integrating explicit vocabulary instruction strategies in teaching to address the literacy needs of the students. [ABSTRACT FROM AUTHOR]

This study investigates the benefits of graded readers and the possibility of using them instead of the original versions of English novels in the Korean high school English elective, "Reading British and American Literature." Literature is well-known for its role in supporting English language development but original texts are often too difficult for EFL learners. For the purposes of comparison, text files were extracted from a total of 10 books, for both the original and graded reader equivalents. A corpus analysis, using Antwordprofiler, revealed graded readers have a slightly better coverage of the three wordlists: KEBWL, GSL and BNC-COCA. Furthermore, a survey of 90 teachers revealed that they appreciated the importance of vocabulary in English education and agreed that it was beneficial for students to study English literature. However, they believed it would be difficult to successfully implement and integrate English literature into English education due to a lack of association with the CSAT, which serves as a pathway to college entrance. It is recommended that appropriate guidance and classroom resources be provided to teachers so as to increase the chances of the subject being taught effectively, and it would also be advisable to include literature questions in the CSAT. [ABSTRACT FROM AUTHOR]

This paper reports on two research results: (1) designing an English for Specific Purposes (esp) corpus architecture complete with annotations structured by regular expressions; and (2) a case study to test the design to cater for creating a specific vocabulary list using the compiled corpus. The first half of this study involved designing a precisely structured esp corpus from 190 veterinary medical charts with a hierarchy of the data. The data hierarchy in the corpus consists of document types, outline elements and inline elements, such as species and breed. Perl scripts extracted the data attached to veterinary-specific categories, and the extraction led to creating wordlists. The second part of the research tested the corpus mode, creating a list of commonly observed lexical items in veterinary medicine. The coverage rate of the wordlists by General Service List (gsl) and Academic Word List (awl) was tested, with the result that 66.4 percent of all lexical items appeared in gsl and awl, whereas 33.7 percent appeared in none of those lists. The corpus compilation procedures as well as the annotation scheme introduced in this study enable the compilation of specific corpora with explicit annotations, allowing teachers to have access to data required for creating esp classroom materials. [ABSTRACT FROM AUTHOR]

The construction of the German Auditory Wordlist Learning Test (AWLT) for the assessment of verbal memory in late-life cognitive decline was guided by psycholinguistic evidence, which indicates that a word's linguistic characteristics influence its probability of being learned and recalled. The AWLT includes four trials of learning, short and long delayed free recall, and a recognition task. Its words were selected with taking into account their semantic content, orthographic length, frequency in the language, and orthographic neighborhood size (the number of words derived by adding, subtracting, or replacing a single letter at a time). Through this method, it was possible to better control item and test difficulty, improve the similarity between parallel forms, and reduce bias through recall advantages for certain words due to their linguistic characteristics. In two pilot studies with cognitively healthy subjects, the AWLT showed good internal consistency, split-half reliability, and parallel forms reliability and proved able to assess learning, retention, and recognition. Overall, linguistic recall effects were mitigated; however, an advantage for high-frequency words was observed. [ABSTRACT FROM AUTHOR]

Aim. The aim of this paper is to present and exemplify a number of basic uses of corpus-based text analysis tools that can supplement and provide additional insight for an otherwise qualitative analysis of a text. I attempt to show that nowadays certain corpus tools are easily accessible to any researcher and can be used to enrich the results of studies concerned with texts. Methods. This paper comprises the basics of corpus building, the main types of data that can be drawn from a simple corpus and a detailed description of four methods that can aid text analysis: wordlists, concordances, dispersion plots, and keywords. Each of those four methods is thoroughly described, including a number of examples of its applications and indicates its possible limitations. Results. The examples provided suggest that even performing a very simple corpus analysis of a text might unveil certain trends and phenomena not noticeable through the classic qualitative text analysis methods (e.g. close reading). The paper argues that corpus research can hence work as an extension of a quantitative analysis (or be its starting point) by examining themes and keywords present in a given text and enrich the results of a qualitative study with a fresh perspective. Finally, the paper claims that basic corpus analysis can, in fact, be successfully employed by researchers who do not have any prior experience with statistics or corpora. [ABSTRACT FROM AUTHOR]

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Although patients with major depressive disorder (MDD) report severe memory impairment in their everyday life, memory tests indicate only moderate deficits. In order to clarify these conflicting observations, the present study aimed at the investigation of MDD patients’ memory performance in a real everyday life situation. The study included 20 MDD patients and 20 healthy control subjects. Nonverbal memory was assessed by means of the Rey Complex Figure Test whereas verbal memory was assessed by the recall of a 20-item wordlist with supermarket products. For the assessment of everyday life memory, subjects had to purchase as many products as possible of the 20-item wordlist in a real supermarket. Furthermore, subjects were asked for memory complaints. MDD patients’ performance in the supermarket resembled memory test results and was not significantly impaired. MDD patients’ self-reports, however, indicated severe memory problems that clearly fell below their performance in the supermarket. This study helped to identify everyday life-related factors that do not impair MDD patients’ cognitive performance beyond their performance in standard laboratory testing situations. These factors may not be relevant for remediation programs that are specifically developed for depressed patients. [ABSTRACT FROM AUTHOR]

The present study investigates the collocational profiles of (1) three series of graded textbooks for English as a foreign language (EFL) commonly used in Taiwan, (2) the written productions of EFL learners, and (3) the written productions of native speakers (NS) of English. These texts were examined against a purpose-built collocation list. Based on the British National Corpus (BNC), the collocation list comprises 43,875 verb–noun collocations, the nodes of which were drawn from a prescribed wordlist (Jeng, Chang, Cheng, & Gu, 2002) to be learned on completion of the secondary education in Taiwan. Findings show that overall the collocational density and diversity of the textbooks are comparable to those of NS essays. Nonetheless, only small proportions of collocations within the repertoire were presented in the textbooks, and these collocations did not recur enough for the learner to consolidate collocational knowledge. Compared with their NS equivalents, learners’ writing exhibited an inordinate degree of collocational density and limited collocational diversity, suggesting that they did have the need to construct utterances with collocations, but were inhibited by a underdeveloped sense of collocational knowledge. Implications for learning/teaching collocations and materials designing are discussed. [ABSTRACT FROM AUTHOR]

Corpora armazenados eletronicamente são excelentes recursos para uma série de atividades. Este artigo descreve três métodos para a investigação da linguagem: concordâncias, listas de palavras e palavras-chave. Sugere-se que tais métodos estão ao alcance de aprendizes de línguas e literatura, de professores e de pesquisadores empregando computadores pessoais comuns. Concentrado-se especificamente nestes três métodos, espera-se que o artigo possa aguçar o apetite do crescente corpo de professores, aprendizes e pesquisadores com acesso a corpora para que possam mais autonomamente desvelar fatos sobre o funcionamento da linguagem em todas as suas variedadesComputerized corpora have proved to be excellent resources for a wide range of tasks. This article describes three methods for carrying out research into small corpora, namely, the use of concordances, wordlists and keywords. It is suggested that such methods are within the reach of language and literature learners, teachers or researchers working with an ordinary computer. It is hoped that, by concentrating specifically in three methods, the article may be able to whet the appetites of the growing body of teachers, learners and researchers with access to corpora to discover more for themselves about how languages work in all their variety

Copyright of Lexikos is the property of Bureau of the Woordeboek van die Afrikaanse Taal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

This paper aims to provide a survey of the early polyglot dictionaries which paired Polish with English, based on the premise that the polyglots can be considered as predecessors of bilingual dictionaries proper. Following this rationale, the authoress examines chronologically the first three of the multilingual endeavours: Ambrogio Calepino's Dictionarium undecim linguarum ... (1590), Hieronymus Megiser's Thesauruspolyglottus: vel, dictionarium multilingue ... (1603), and Georg Henisch's Teütsche Sprach und Weissheit. Thesaurus linguae and sapientiae Germanicae ... (1616). The focus is primarily on the linguistic material of the polyglots, but the assumed aims and readership are also tackled briefly. As bilingual wordbooks have traditionally catered to the needs of users of one or both of the respective languages, the polyglot dictionaries are additionally looked at from the perspective of Polish-English language contact in the sixteenth, seventeenth, and eighteenth centuries. [ABSTRACT FROM AUTHOR]

The present paper is the second of two papers investigating polyglot dictionaries which comprised Polish and English wordlists. It rests on the assumption that, by providing the earliest documentation material for Polish and English respectively, the polyglots can be regarded as historical antecedents of bilingual dictionaries. While the first paper focused on three Renaissance works of reference, including Calepino's eleven-language edition, this one concentrates on two relatively little known endeavours of the Enlightenment: Christoph Warmer's Gazophylacium decem linguarum Europaearum ... (1691) and Peter Simon Pallas' Linguarum totius orbis vocabularia comparativa ... (1787-1789). The bilingual material they embrace has been analysed and illustrated with examples in order to shed new light on the two polyglots, which are additionally traced back to their sources. [ABSTRACT FROM AUTHOR]

This paper presents a 204-item digital wordlist of Mono, an Ubangian language spoken in the Democratic Republic of the Congo. The wordlist includes orthographic and broad phonetic transcriptions of each word, French and English glosses, an individual WAV recording of each item, GIF images of the original field transcriptions, and metadata for resource discovery. An archival form of the wordlist was deposited into an institutional archive (the SIL Language and Culture Archives) and includes the original WAV digital recording, descriptive markup encoding of the wordlist in XML employing Unicode 5.1 transcription, TIFF images of the original field transcriptions, and the metadata record. The presentation form was then generated directly from the archival form.

This paper presents a 204-item digital wordlist of Ngbugu, an Ubangian language spoken in Central African Republic. The wordlist includes orthographic and broad phonetic transcriptions of the words, French and English glosses, an individual WAV recording of each word, GIF images of the original field transcriptions, and metadata for resource discovery. This presentation form of the wordlist was generated from an archived version (Olson 2006) following the procedure laid out in Simons, Olson and Frank (2007).

Copyright of Revista de Geografía Agrícola is the property of Universidad Autonoma Chapingo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)