Speaker
Description
This presentation discusses university EFL learners' knowledge of 1,650 high-frequency words in written and spoken forms, measured through translation items, and compared using many-facet Rasch measurement. Learners displayed substantial variation, both among their abilities to identify words between modalities and to identify higher- and lower-frequency words. The presented findings can guide educators to select and create lexically-appropriate materials for their learners and to manage their expectations regarding learners’ multi-modal word knowledge of high frequency words.
Summary
This presentation discusses university EFL learners' knowledge of 1,650 high-frequency words in written and spoken forms, measured through translation items, and compared using many-facet Rasch measurement. Learners displayed substantial variation, both among their abilities to identify words between modalities and to identify higher- and lower-frequency words. The presented findings can guide educators to select and create lexically-appropriate materials for their learners and to manage their expectations regarding learners’ multi-modal word knowledge of high frequency words.
| Teaching Context | College and university education |
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