Cover not available
Article published In:
Approaches to learning, testing, and researching L2 vocabulary
Edited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 44–71

A Hard Science Spoken Word List

| Vietnam National University, Hanoi

A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly reflects the language in hard science academic speech. The comparison between the HSWL with Dang, Coxhead, and Webb’s (2017) Academic Spoken Word List shows that the HSWL focuses more on specialized vocabulary in hard science speech. Depending on their vocabulary levels, learners may achieve 93%–96% coverage of hard science academic speech with knowledge of the HSWL words.

Keywords: hard sciences, corpus, academic spoken discourse, vocabulary, word lists
Article outline
  • 1.Introduction
    • 1.1Why do we need a specialized spoken wordlist for hard science students?
    • 1.2How are existing wordlists for hard science students adaptable to learners’ proficiency?
    • 1.3Research questions
  • 2.Methodology
    • 2.1Developing the corpora
    • 2.2Determining the unit of counting for the HSWL
    • 2.3Developing and validating the HSWL
    • 2.4Determining the potential coverage for different groups of learners
  • 3.Results
  • 4.Discussion
    • 4.1The HSWL is a useful resource for hard science students
    • 4.2Wordlists should suit the context
    • 4.3Model of learning sequence for EAP learners
  • 5.Limitations and future research
  • 6.Conclusion
  • Acknowledgements
  • Note
  • References
Published online: 16 April 2018
DOI logo
https://doi.org/10.1075/itl.00006.dan
References
Basturkmen, H.
(2003) Specificity and ESP course design. RELC Journal, 34(1), 48–63. DOI logoGoogle Scholar
Bauer, L., & Nation, P.
(1993) Word families. International Journal of Lexicography, 6(4), 253–279. DOI logoGoogle Scholar
Becher, T.
(1989) Academic tribes and territories. Bristol: The Society for Research into Higher Education and Open University Press.Google Scholar
Becker, A.
(2016) L2 students’ performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 241, 1–13. DOI logoGoogle Scholar
Biber, D., Reppen, R., Schnur, E., & Ghanem, R.
(2016) On the (non)utility of Juilland’s D to measure lexical dispersion in large corpora. International Journal of Corpus Linguistics, 21(4), 439–464. DOI logoGoogle Scholar
Biglan, A.
(1973a) Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57(3), 204–213. DOI logoGoogle Scholar
(1973b) The characteristics of subject matter in academic areas. Journal of Applied Psychology, (571), 195–203. DOI logoGoogle Scholar
Browne, C., Culligan, B., & Phillips, J.
n.d.). A new academic word list. Retrieved from [URL]
Chung, T. M., & Nation, P.
(2004) Identifying technical vocabulary. System, 32(2), 251–263. DOI logoGoogle Scholar
Coxhead, A.
(2000) A new academic word list. TESOL Quarterly, 34(2), 213–238. DOI logoGoogle Scholar
Coxhead, A., & Hirsh, D.
(2007) A pilot science word list for EAP. Revue Française de Linguistique Appliqueé, XII, 21, 65–78. DOI logoGoogle Scholar
Crossley, S., Salsbury, T., & McNamara, D.
(2010) The development of polysemy and frequency use in English Second Language speakers. Language Learning, 60(3), 573–605. DOI logoGoogle Scholar
Dang, T. N. Y., Coxhead, A., & Webb, S.
(2017) The academic spoken word list. Language Learning, 67(4), 959–997. DOI logoGoogle Scholar
Dang, T. N. Y., & Webb, S.
(2014) The lexical profile of academic spoken English. English for Specific Purposes, 331, 66–76. DOI logoGoogle Scholar
(2016) Making an essential word list. In I. S. P. Nation (Ed.), Making and using word lists for language learning and testing (pp. 153–167). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Gardner, D.
(2007) Validating the construct of word in applied corpus-based vocabulary research: A critical survey. Applied Linguistics, 28(2), 241–265. DOI logoGoogle Scholar
Gardner, D., & Davies, M.
(2014) A new academic vocabulary list. Applied Linguistics, 35(3), 305–327. DOI logoGoogle Scholar
Gries, S. T.
(2008) Dispersions and adjusted frequencies in corpora. International Journal of Corpus Linguistics, 13(4), 403–437. DOI logoGoogle Scholar
Heatley, A., Nation, I. S. P., & Coxhead, A.
(2002) Range: A program for the analysis of vocabulary in texts. Retrieved from [URL]
Henriksen, B., & Danelund, L.
(2015) Studies of Danish L2 learners’ vocabulary knowledge and the lexical richness of their written production in English. In P. Pietilä, K. Doró, & R. Pipalová (Eds.), Lexical issues in L2 writing (pp. 1–27). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Hsu, W.
(2011) The vocabulary thresholds of business textbooks and business research articles for EFL learners. English for Specific Purposes, 301, 247–257. DOI logoGoogle Scholar
(2013) Bridging the vocabulary gap for EFL medical undergraduates: The establishment of a medical word list. Language Teaching Research, 17(4), 454–484. DOI logoGoogle Scholar
(2014) Measuring the vocabulary load of engineering textbooks for EFL undergraduates. English for Specific Purposes, 331, 54–65. DOI logoGoogle Scholar
Hu, M., & Nation, I. S. P.
(2000) Vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.Google Scholar
Hyland, K.
(2016) General and specific EAP. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for Academic Purposes (pp. 17–29). London: Routledge. DOI logoGoogle Scholar
Hyland, K., & Tse, P.
(2007) Is there an “academic vocabulary”? TESOL Quarterly, 41(2), 235–253. DOI logoGoogle Scholar
Jones, W. A.
(2011) Variation among academic disciplines: An update on analytical frameworks and research. The Journal of the Professoriate, 6(1), 9–27.Google Scholar
Juilland, A. G., & Chang-Rodrigues, E.
(1964) Frequency dictionary of Spanish words. London: Mouton & Co.Google Scholar
Kobeleva, P. P.
(2012) Second language listening and unfamiliar proper names: Comprehension barrier? RELC, 43(1), 83–98. DOI logoGoogle Scholar
Kolb, D. A.
(1981) Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college (pp. 232–255). San Francisco, CA: Jossey Bass.Google Scholar
Laufer, B.
(1989) What percentage of text lexis is essential for comprehension? In C. Laurén & M. Nordman (Eds.), Special language: From humans thinking to thinking machines (pp. 316–323). Clevedon: Multilingual Matters.Google Scholar
Laufer, B., & Ravenhorst-Kalovski, G. C.
(2010) Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.Google Scholar
Lei, L., & Liu, D.
(2016) A new medical academic word list: A corpus-based study with enhanced methodology. Journal of English for Academic Purposes, 221, 42–53. DOI logoGoogle Scholar
MacDonald, M., Badger, R., & White, G.
(2000) The real thing?: Authenticity and academic listening. English for Specific Purposes, 19(3), 253–267. DOI logoGoogle Scholar
Matthews, J., & Cheng, J.
(2015) Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System, 521, 1–13. DOI logoGoogle Scholar
Milton, J.
(2009) Measuring second language vocabulary acquisition. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Mochizuki, M., & Aizawa, K.
(2000) An affix acquisition order for EFL learners: An exploratory study. System, 28(2), 291–304. DOI logoGoogle Scholar
Mulligan, D., & Kirkpatrick, A.
(2000) How much do they understand? Lectures, students and comprehension. Higher Education Research & Development, 19(3), 311–335. DOI logoGoogle Scholar
Nation, I. S. P.
(2006) How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. DOI logoGoogle Scholar
(2007) The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12. DOI logoGoogle Scholar
(2012) The BNC/COCA word family lists. Retrieved from [URL]
(2013) Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2016) Making and using word lists for language learning and testing. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Nation, I. S. P., & Waring, R.
(1997) Vocabulary size, text coverage, and word lists. In N. Schmitt & McCarthy, M. (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 6–19). Cambridge: Cambridge University Press.Google Scholar
Nation, I. S. P., & Webb, S.
(2011) Researching and analyzing vocabulary. Boston, MA: Heinle, Cengage Learning.Google Scholar
Nation, P., & Crabbe, D.
(1991) A survival language learning syllabus for foreign travel. System, 19(3), 191–201. DOI logoGoogle Scholar
Nesi, H.
(2002) An English Spoken Academic Word List. In A. Braasch & C. Povlsen (Eds.), Proceedings of the Tenth EURALEX International Congress (Vol. 11, pp. 351–358). Copenhagen, Denmark.Google Scholar
Neumann, R.
(2001) Disciplinary differences and university teaching. Studies in Higher Education, 26(2), 135–146. DOI logoGoogle Scholar
Neumann, R., Parry, S., & Becher, T.
(2002) Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405–417. DOI logoGoogle Scholar
Nguyen, T. M. H., & Webb, S.
(2016) Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 1–23.Google Scholar
Rodgers, M. P. H., & Webb, S.
(2011) Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689–717. DOI logoGoogle Scholar
Schmitt, N., Jiang, X., & Grabe, W.
(2011) The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43. DOI logoGoogle Scholar
Schmitt, N., & Zimmerman, C. B.
(2002) Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145–171. DOI logoGoogle Scholar
Simpson-Vlach, R., & Ellis, N. C.
(2010) An Academic Formulas List: New methods in phraseology research. Applied Linguistics, 31(4), 487–512. DOI logoGoogle Scholar
Valipouri, L., & Nassaji, H.
(2013) A corpus-based study of academic vocabulary in chemistry research articles. Journal of English for Academic Purposes, 12(4), 248–263. DOI logoGoogle Scholar
van Zeeland, H., & Schmitt, N.
(2013) Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457–479. DOI logoGoogle Scholar
Wang, J., Liang, S., & Ge, G.
(2008) Establishment of a Medical Academic Word List. English for Specific Purposes, 27(4), 442–458. DOI logoGoogle Scholar
Ward, J.
(1999) How large a vocabulary do EAP engineering students need? Reading in a Foreign Language, 12(2), 309–323.Google Scholar
(2009) A basic engineering English word list for less proficient foundation engineering undergraduates. English for Specific Purposes, 28(3), 170–182. DOI logoGoogle Scholar
Watson-Todd, R.
(2017) An opaque engineering word list: Which words should a teacher focus on? English for Specific Purposes, 451, 31–39. DOI logoGoogle Scholar
Webb, S., & Chang, A. C. -S.
(2012) Second language vocabulary growth. RELC Journal, 43(1), 113–126. DOI logoGoogle Scholar
Webb, S., & Paribakht, T. S.
(2015) What is the relationship between the lexical profile of test items and performance on a standardized English proficiency test? English for Specific Purposes, 381, 34–43. DOI logoGoogle Scholar
Webb, S., & Rodgers, M. P. H.
(2009a) The lexical coverage of movies. Applied Linguistics, 30(3), 407–427. DOI logoGoogle Scholar
(2009b) Vocabulary demands of television programs. Language Learning, 59(2), 335–366. DOI logoGoogle Scholar
Cited by

Cited by 16 other publications

Benson, Stuart & Averil Coxhead
2022. Technical single and multiword unit vocabulary in spoken rugby discourse. English for Specific Purposes 66 ► pp. 111 ff. DOI logo
Dang, Thi Ngoc Yen
2018. The nature of vocabulary in academic speech of hard and soft-sciences. English for Specific Purposes 51 ► pp. 69 ff. DOI logo
Dang, Thi Ngoc Yen
2020. The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs: Insights From Medical Corpora. TESOL Quarterly 54:2 ► pp. 436 ff. DOI logo
Dang, Thi Ngoc Yen
2022. Vocabulary in academic lectures. Journal of English for Academic Purposes 58 ► pp. 101123 ff. DOI logo
Dang, Thi Ngoc Yen & Stuart Webb
2020. Vocabulary and Good Language Teachers. In Lessons from Good Language Teachers, ► pp. 203 ff. DOI logo
Liu, Chen-Yu
2023. Podcasts as a resource for learning academic English: A lexical perspective. English for Specific Purposes 71 ► pp. 19 ff. DOI logo
Liu, Chen-Yu
2023. Suitability of TED-Ed animations for academic listening. English for Specific Purposes 72 ► pp. 4 ff. DOI logo
Liu, Chen-Yu
2023. A corpus-based study of vocabulary in massive open online courses (MOOCs). English for Specific Purposes 72 ► pp. 40 ff. DOI logo
Liu, Chen-Yu
2023. Specialized vocabulary in TED talks and TED-Ed animations: Implications for learning English for science and technology. Journal of English for Academic Purposes 65 ► pp. 101293 ff. DOI logo
Liu, Chen-Yu & Hao-Jan Howard Chen
2020. Functional variation of lexical bundles in academic lectures and TED talks. Register Studies 2:2 ► pp. 176 ff. DOI logo
Lu, Cailing & Averil Coxhead
2023. Specialized vocabulary across languages: The case of traditional Chinese medicine. Studies in Second Language Learning and Teaching 13:1 ► pp. 179 ff. DOI logo
Smith, George Fredrik, Kristopher Kyle & Scott A. Crossley
2020. Word lists and the role of academic vocabulary use in high stakes speaking assessments. International Journal of Learner Corpus Research 6:2 ► pp. 193 ff. DOI logo
Vuković-Stamatović, Milica
2022. Suitability of science & technology documentaries for EAP and EST listening. Journal of English for Academic Purposes 58 ► pp. 101137 ff. DOI logo
Vuković-Stamatović, Milica
2023. Vocabulary suitability of science TED talks for English for science teaching and learning. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:1 ► pp. 307 ff. DOI logo
Wingrove, Peter
2022. Academic lexical coverage in TED talks and academic lectures. English for Specific Purposes 65 ► pp. 79 ff. DOI logo
Zhou, Wenhui, Zhi Li & Xiaofei Lu
2023. Syntactic complexity features of science research article introductions: Rhetorical-functional and disciplinary variation perspectives. Journal of English for Academic Purposes 61 ► pp. 101212 ff. DOI logo

This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.