Language

Research

Lexxica Research

Barrier-Free Vocabulary Project Browne C., Cihi G. (2008)
The goal is for 60 percent of the world’s population to understand 95 percent of all general-purpose English vocabulary. 95 percent (just 4200 high-frequency words) is the important threshold after which you no longer need a dictionary to understand English. The Word Engine provides FREE vocabulary learning tools for students. You can help by introducing the project to others, and by posting a link on your website or blog.

Research_pdf_s Download as a pdf file

ECAP 2008 Conference - Keynote Presentation Browne C. (2008)
Technology and Language Learning. Online Tools for Reading Skills and Vocabulary Development. In this keynote presentation, Dr. Browne presents research that analyzes the vocabulary difficulty of reading materials used in Japan, and introduces a variety of free online tools which can help teachers measure a student's vocabulary size, analyze the difficulty of reading materials, and teach learners important high-frequency vocabulary words.

Research_pdf_s Download as a pdf file

Free Vocabulary Tests and Individualized Flashcards – JALT 2007 Browne C., Cihi G. (2007)
This PowerPoint presentation reviews some of the key facts about vocabulary and reading comprehension, and briefly reviews Lexxica’s testing and teaching applications. It was presented by Browne and Cihi at the 2007 Japan Association of Language Teachers (JALT) conference in Tokyo.

Research_pdf_s Download as a pdf file

The Word Engine: Building Vocabulary, Reading and Listening Skills through Cell Phones, iPods and PCs Browne C., Cihi, G. & Culligan, B. (2007)
This article gives a brief introduction to Lexxica's Word Engine, a set of supplementary learning tools designed to teach the most important high frequency words that each student needs to learn. Key technologies which provide opportunities for efficient vocabulary acquisition and extensive reading and listening are explained.

Research_pdf_s Download as a pdf file

Measuring Vocabulary Size via Online Technology Browne, Cihi and Culligan (2007)
This article provides an introduction to some of the key concepts underlying Lexxica's patent-pending learning technologies as well as key research articles which inform our thinking.

Research_pdf_s Download as a pdf file

Item Response Theory, Reliability and Standard Error Culligan, B. (2007)
After reviewing how the Reliability Index, K-R20, and the Standard Error of Measurement are calculated under Classical Test Theory, this paper then discusses the basic principles of Item Response Theory, and how the Information Function is used to obtain a Standard Error of the Estimate, a statistic similar to the SEM. The paper concludes with an explanation of how this affects the scores reported by V-Check and how the scores can be interpreted.

Research_pdf_s Download as a pdf file

Japanese High School Textbooks: Help or Hindrance? Charles Browne (1998)
This article discusses the difficulty of Japanese high school textbooks in terms of readability indexes as well as lexical load. Results indicate that although most passages were rated as relatively easy by the readability formulas, lexical difficulty was extremely high, partially explaining the need for Japanese students and teachers to rely on translations and dictionaries.

Research_pdf_s Download as a pdf file

Japanese EFL Reading Texts: How Readable Are They? Charles M. Browne (1996)
This article compare the difficulty of Japanese high school textbooks  with the difficulty of other kinds of EFL/ESL texts, as well as college textbooks used in English speaking countries. One of the key findings of the study was that high school reading texts appear to be even more difficult in terms of readability and vocabulary than most college texts, as well as some texts written for native speakers.

Research_pdf_s Download as a pdf file

New Perspectives on CALL for Second and Foreign Language Classrooms Browne, C. and Fotos, S. (2004)
This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options.  The chapters in New Perspectives on CALL for Second Language Classrooms synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications.

Buy this Book

Vocabulary Acquisition Through Reading, Writing, and Tasks: A Comparison Browne, C. (2003)
Due to a lack of quantitative studies that either support or refute the Pushed Output Hypothesis (Swain, 1985), this study attempts to establish baseline quantitative date on the effectiveness of pushed output. Specifically, pushed output’s role in helping learners to acquire a receptive knowledge of new lexical items was compared with more traditional approaches to teaching new vocabulary words, namely, via classroom reading tasks (an input-based approach) and vocabulary activity worksheets (a task-based approach). Results indicated that regardless of the language level of the learner, significantly more words were learned by the Pushed-Output condition. A secondary finding was that the vocabulary size of the learner significantly influenced the amount of words learned in each condition. Pedagogic implications are discussed.

Research_pdf_s Download as a pdf file

To Push or Not to Push: A Vocabulary Research Question Charles Browne (2002)
In this study, vocabulary was introduced to learners via three different methods representing strong theoretical perspectives on second language vocabulary acquisition; extensive reading (Input-Hypothesis), activity-based (Task-based learning), and writing words in original sentences (Pushed Output Theory and Depth of Processing Theory). Results indicate that regardless of the language level of the learner, significantly more words were learned by the Pushed-Output condition.

Research_pdf_s Download as a pdf file

CALL Lab Design 101: Proceed at Your Own Risk Browne, C. (2004)
Constant innovations in CALL technology often seem to render the purchase of the "latest" model almost obsolete by the time it arrives, leaving decision makers with a bewildering and sometimes intimidating array of choices. The purpose of this article is to help bridge the gap between teachers and CALL lab decision makers highlighting key issues to consider and giving practical advice to facilitate making decisions.

Research_pdf_s Download as a pdf file

The Development of CALL and Current Options, New Perspectives on CALL for Second and Foreign Language Classrooms Browne, C. and Fotos, S. (2004)
This chapter traced the development of Computer Assisted Language Learning (CALL) as a field, and introduces promising research and ideas for the future of CALL.

Research_pdf_s Download as a pdf file

 

Academic Research that Informs Lexxica’s Pedagogy

  • Bauer, L. & Nation, I. S. P. (1993). Word families. International Journal of Lexicography, 6, 253-279.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle Publishers.
  • Browne, C., Cihi, G. & Culigan, B. (2007). The Word Engine: Building Vocabulary, Reading and Listening Skills through Cell Phones, iPods and Pcs. Cambridge Connection (3): Cambridge University Press.
  • Browne, C., Cihi, G. & Culigan, B. (2007). Measuring Vocabulary Size via Online Technology. Lexxica Corporation.(www.lexxica.com)
  • Browne, C. and Fotos, S. (2004). The Development of CALL and Current Options, New Perspectives on CALL for Second and Foreign Language Classrooms (pp.3-14), Mahwah: NJ: Lawrence Erlbaum Associates.
  • Browne, C. and Fotos, S. (2004). New Perspectives on CALL for Second and Foreign Language Classrooms, Mahwah: NJ: Lawrence Erlbaum Associates.
  • Browne, C. (2004). CALL Lab Design 101: Proceed at Your Own Risk, Media no Ibunkakan Eikyoryokuoku, Aoyama Gakuin University Sokken Research Institute, pp. 1-28.
  • Browne, C. (2003). Vocabulary acquisition through reading, writing, and tasks: A comparison. Doctoral Dissertation, Temple University Japan.
  • Browne, C. (2002), To Push or Not to Push: A Vocabulary Research Question, Aoyama Ronshu, Aoyama Gakuin University Press, 43, pp. 93-120.
  • Browne, C. (1998), Japanese High School Textbooks: Help or Hindrance?, Temple University Japan Working Papers in Applied Linguistics, 12, pp. 1-13.
  • Browne, C. (1996), Japanese EFL Textbooks: How Readable Are They?, Temple University Japan Working Papers in Applied Linguistics, 8, pp. 28-41.
  • Cancino, H., Rosansky, E. J., & Schumann, J. H. (1978). The acquisition of English negatives and interrogatives by native Spanish speakers. In E. Hatch (Ed.), Second language acquisition (pp. 207-230). Rowley, MA: Newbury House.
  • Carter, R. & McCarthy, M. (Eds.). (1988). Vocabulary and language teaching. London: Longman.
  • Chall, J. S. (1987). Two vocabularies for reading: Recognition and meaning. In M. G. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 7-17.). Hillsdale, NJ: Lawrence Erlbaum.
  • Coady, J. (1993). Research on ESL/EFL Vocabulary Acquisition: Putting it in context. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3 23). Norwood, NJ: Ablex Publishing.
  • Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics, 5, 161-170.
  • Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
  • Crow, J. T., & Quigley, J. R. (1985). A semantic field approach to passive vocabulary acquisition for reading comprehension, TESOL Quarterly, 19, 497 513.
  • D'Anna, C. A., Zechmeister, E. B. & Hall, J. W. (1991). Toward a meaningful definition of vocabulary size. Journal of Reading Behavior, 23, 109-122.
  • Dulay, H. C., & Burt, M. K. (1973). Should we teach children syntax? Language Learning, 23, 245-258.
  • Eichholz, G., & Barbe, R. (1961). An experiment in vocabulary development. Educational Research Bulletin, 40, 1-7.
  • Ellis, R. (1992). Grammar teaching - practice or consciousness-raising?. In R. Ellis (Ed.) Second language acquisition and language pedagogy (pp.). Clevedon, Avon, Multilingual Matters.
  • Goulden, R. Nation, I. S. P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11, 341-363.
  • Hafiz, F. M. & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18, 31-42.
  • Hazenberg, S. & Hulstijn, J. H. (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17, 145-163.
  • Joe, A. (1995). Test-Based tasks and incidental vocabulary learning. Second Language Research, 11, 149-158.
  • Larsen-Freeman, D. (1991). Second language acquisition research: Staking out the territory. TESOL Quarterly, 25, 315-350.
  • Laufer, B. (1989). What percentage of text-lexis is essential for comprehension?. In C. Lauren & M. Nordman (Eds.) Special language: From humans thinking to thinking machines (pp. 316-323). Clevedon, England, Multilingual Matters.
  • Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Béjoint & P. Arnaud (Eds.), Vocabulary and applied linguistics (pp. 126-132). London: Macmillan.
  • Loschky, L. (1994). Comprehensible input and second language acquisition: what is the relationship? SSLA, 16, 303-323.
  • Nagy, W. E. & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
  • Nassaji, H. (2004). Input modaility and remembering name-referent associations in vocabulary learnings. Candian Journal of Applied Linguistics 7, 39-56.
  • Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle Publishers.
  • Nation, I. S. P. (1991). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nation, I. S. P. (1994a). Teaching listening and speaking. Tokyo: Temple University Japan
  • Nation, I. S. P. (Ed.). (1994b). New ways in teaching vocabulary. Alexandria, Virginia: TESOL
  • Nattinger, J. (1988). Some current trends in vocabulary teaching. In R. Carter, & M. McCarthy (Eds.), Vocabulary and language teaching. London: Longman
  • Ogden, C. K. (1930). Basic English: A general introduction. London: Kegan Paul, Trench and Trubner.
  • Paribakht, T. S. and Wesche, M. B. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal. 11, 9-29.
  • Parry, K. (1993). Too many words: Learning the vocabulary of an academic subject. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 109-127). Norwood, NJ: Ablex Publishing.
  • Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52-79.
  • Qian, D.D. (1999). Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282-308.
  • Rasch, G. (1993). Probabilistic models for some intelligence and attainment tests, with a forward and afterword by B. D. Wright. Chicago: Mesa Press. (1960, Danish Institute for Education Research)
  • Read, J. (1988). Measuring the vocabulary knowledge of second language learners. RELC Journal, 19, 12-25.
  • Richards, I. A. (1943). Basic English and its uses. London: Kegan Paul.
  • Sharwood Smith, M. (1981). Consciousness raising and the second language learner. Applied Linguistics, 2, 159-168.
  • Shook, D.J. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning, 5, 57-93.
  • Strandmark, N. L., & Linn, R. L. (1987). A generalized logistic item response model parameterizing test score inappropriatemess. Applied Psychological Measurement, 11, 335-370.
  • Thorndike, E. L. & Lorge, I. (1938). A semantic count of English words. New York: Columbia University Press.
  • Thorndike, E. L., & Lorge, I. (1944). The teacher's Word Book of 30,000 Words. New York: Teachers College, Columbia University.
  • VanPatten, B. & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243.
  • Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53, 13-40.
  • West, M. (1953). A general service list of English words. London: Longmans, Green and Co. Ltd.
  • White, L., Spada, N., Lightbown, P. & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.
  • Williams, R. (1986). Teaching vocabulary recognition strategies in ESP reading. The ESP Journal, 4, 121-131.
  • (PDF-CD) Wodinshy, M. & Nation, I. S. P. (1988). Learning from graded readers. Reading in a foreign language, 5, 155-161.
  • Xue, G., & Nation, I. S. (1984). A university word list. Language Learning and Communication, 3, 215-229.
  • Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31, 121-140.