Since written assignments often constitute the main form of assessment in tertiary education, academic writing skills are paramount importance to university students. The role turn emphasises two aspects vital for successful production at universities: genre awareness as students assessed on relevant genres and use vocabulary regarded a key element style. This study employs corpus-based approac...

The Academic Vocabulary List (AVL) (Gardner & Davies, 2014) is a valuable resource for EAP teachers and students as it identifies potential lexical learning/teaching targets. This study enhances the AVL's pedagogical usefulness by identifying polysemous lemmas in it. Polysemous AVL are operationalised those with more than one definition two lexicographic resources, Collins COBUILD Advanced Lear...

This study examines vocabulary growth in two dimensions, receptive and controlled productive, and the interrelationship between these dimensions. The study focuses on the 2000, 3000, 5000 and academic word list levels. Data were collected from 41 high school students in China. The participants completed a pre-test in the third week of the first semester, and a post-test ten weeks later. The fin...

ness Academic language is also typically more abstract than everyday conversation. A math text, for example, might contain abstract nouns such as length, width, circumference, addition, and subtraction. A biology text might contain abstract nouns for processes, such as respiration or mitosis. Putting These Together What we want to stress here is that these six facts about academic language are ...

University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted of (a) Coxhead's (2000) Academic Word List, a lis...

There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 childre...