000			05874nam a22004453i 4500
001			EBC4673371
003			MiAaPQ
005			20240729130758.0
006			m o d |
007			cr cnu||||||||
008			240724s2016 xx o ||||0 eng d
020			_a9789027266279 _q(electronic bk.)
020			_z9789027212443
035			_a(MiAaPQ)EBC4673371
035			_a(Au-PeEL)EBL4673371
035			_a(CaPaEBR)ebr11254036
035			_a(CaONFJC)MIL955069
035			_a(OCoLC)957997488
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aP53.B35 2016
082	0		_a418.0023
100	1		_aNation, I.S.P.
245	1	0	_aMaking and Using Word Lists for Language Learning and Testing.
250			_a1st ed.
264		1	_aNew York : _bJohn Benjamins Publishing Company, _c2016.
264		4	_c©2016.
300			_a1 online resource (226 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Making and Using Word Lists for Language Learning and Testing -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Introduction -- Section I. The uses of word lists -- 1. Word lists -- Course design -- Language teaching and learning -- Specialized vocabulary -- Language testing -- Factors affecting the making of word lists -- Influential word lists -- Section II. Deciding what to count as words -- 2. Types, lemmas, and word families -- The unit of counting -- Types -- Lemmas -- Word families -- Lemmas versus word families -- Learners' knowledge of affixes -- The validity of the word family levels -- Note -- Recommendations -- 3. Homoforms and polysemes -- Word senses -- Recommendations -- 4. Proper nouns -- Needed research -- Recommendations -- 5. Hyphenated words and transparent compounds -- Transparent compounds -- Needed research -- Recommendations -- 6. Multiword units -- Co-occurrence and frequency -- The relationship between the meaning of the parts and the meaning of the whole -- Including multiword units in word frequency counts -- Choosing between multiword lists -- Recommendations -- 7. Marginal words and foreign words -- Foreign words -- Recommendations -- 8. Acronyms -- Needed research -- Recommendations -- 9. Function words -- Recommendations -- Cut-off points -- Section III. Choosing and preparing the corpus -- 10. Corpus selection and design -- Text types and other factors -- Geographical divisions -- Age-related material -- Language learning situation -- Corpus size -- Proportion of text types in a corpus -- How do you divide a corpus into sub-corpora? -- Recommendations -- 11. Preparation for making word lists -- Preparing the corpus -- Preparing the lists -- Preparing the program -- Recommendations -- Section IV. Making the lists -- 12. Taking account of your purpose -- Purposes.
505	8		_aGeneral service vocabulary -- General academic vocabulary -- Specialized vocabulary -- The vocabulary of English course books -- The vocabulary of graded readers -- Testing -- Approaches to making lists -- Range, frequency, dispersion -- Range -- Frequency -- Dispersion -- Combined measures -- Applying the criteria -- Other criteria -- Lexical sets -- Making additions because of the age of the corpus -- West's efficiency criteria -- Taking account of user characteristics -- Evaluating a word list -- Recommendations -- 13. Critiquing a word list: the BNC/COCA lists -- Critiquing a word list -- The BNC/COCA word family lists -- The lists -- The making of the lists -- The 1st 1000 and 2nd 1000 word family lists -- The 3rd 1000 onwards -- Word families -- The nature of the families -- The validity of the BNC word family lists -- Evaluation and critique of the BNC/COCA lists -- 14. Specialized word lists -- Values of specialized word lists -- Making a specialized word list -- Using a corpus-comparison approach to make technical word lists -- Making an academic word list -- Recommendations -- 15. Making an essential word list for beginners -- Which items should be included in a word list for beginners? -- What should be the unit of counting in a wordlist created for beginners? -- Research questions -- Materials -- The master list -- The corpora -- Procedure -- Ranking the headwords in the master list -- Determining the number of EWL headwords -- Assessing the EWL -- Ranking the headwords in the master list -- Determining the number of EWL headwords -- Assessing the EWL -- Discussion -- Section V. Using the lists -- 16. Using word lists -- Course design -- Setting long-range vocabulary learning goals -- Deciding on short-term vocabulary learning goals -- Language teaching and learning -- Vocabulary lists and learning from meaning-focused input.
505	8		_aVocabulary lists and learning from meaning-focused output -- Vocabulary lists and deliberate language-focused learning -- Vocabulary lists and fluency development -- Designing graded reading programs -- Analyzing the vocabulary load of texts -- Developing vocabulary tests -- Appendix 1. Proper noun tagging in the BNC -- Appendix 2. Closed lexical set headwords -- Appendix 3. The Essential Word List -- References -- Author index -- Subject index.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
655		4	_aElectronic books.
776	0	8	_iPrint version: _aNation, I.S.P. _tMaking and Using Word Lists for Language Learning and Testing _dNew York : John Benjamins Publishing Company,c2016 _z9789027212443
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4673371 _zClick to View
999			_c116582 _d116582