Janelle Moser Abstracts
Janelle Moser
Ph.D. Candidate
Second Language Acquisition & Teaching GIDP
American Association for Applied Linguistics (AAAL) 2018 Conference
Chicago, Illinois
According to Alfred’s (1984) threshold hypothesis, reading cannot occur without a basic level of lexical knowledge. Corpus-based accounts in this vein from Nation (2006) show 8,000-9,000 frequent word families are needed to read an English language novel or newspaper at a 98% coverage rate. Applying the same logic of vocabulary size and lexical coverage approaches (Schmitt, Cobb, Horst, & Schmitt, 2017) to Arabic, an 8,500 word minimum is suggested for newspapers and a 12,000-14,000 word knowledge minimum is suggested to access literary texts at a 95% text coverage rate (Van Mol, 2005). Still, the counting unit of word families used in Nation’s (2006) study may overestimate learners’ productive knowledge by up to 50% (Schmitt & Zimmerman, 2002) and receptive knowledge by up to 13% (McLean, 2017). As textbooks structure up to 90% of the curriculum (Tyson & Woodward, 1989), textbook contents may better project for learner lexical knowledge than word family based accounts. The present study inventories and evaluates the primary and secondary vocabulary from the first two books in the popular Al-Kitaab Arabic as a Foreign Language textbook series (Brustad, Al-Batal, & Al-Tonsi, 2011) through a lexical coverage approach (Schmitt, Cobb, Horst, & Schmitt, 2017). Spoken and Standard Arabic vocabulary items were inventoried to provide a projection for the amount of vocabulary that could be maximally learned after one to 1.5 years of Arabic study. Large, representative corpora were selected to represent authentic texts learners would like to read: modern Arabic literature, newspapers, and a register that will represent student’s desire to “interact with people who speak [Arabic]” (Belnap, 2006, p. 173). Text coverage percentages for these corpora were then obtained for textbook vocabulary using AntWordProfiler (Anthony, 2014). Results show which registers students may be best prepared to read after completing a given textbook series.
Abstract for Lay Audience
The present study examines the value of Arabic as a Foreign Language textbook vocabulary using a lexical coverage approach (Schmitt, Cobb, Horst, & Schmitt, 2017), which compares lists of vocabulary to samples of texts. This study links the important ideas of vocabulary knowledge and reading comprehension to the type of language students are exposed to through a popular foreign language textbook.
Research has shown that reading cannot occur without a basic level of vocabulary knowledge. In English, 8,000-9,000 words are needed to read an English language novel or newspaper at a 98% coverage rate (Nation, 2006). Being able to read a text with only 2 out of 100 words unknown (98% coverage) is the optimal rate to ensure a learner fully comprehends a text in a foreign language. For English, students must have a grasp of approximately 8,000-9,000 words to read a newspaper or novel in English, assuming that 1/50 words are unknown. Applying the same logic to Arabic, an 8,500 word minimum is suggested for newspapers and a 12,000-14,000 word knowledge minimum is suggested to read literature at a 95% text coverage rate (Van Mol, 2005). This is below the ideal rate of 1/50 words unknown (98%), which means more words are needed to read in Arabic than English. Another point of divergence between English and Arabic is the way words are counted in a text. Word families are a base word and its related forms, such as walk , walks , walking , walked , are a popular way to count English words in a given text (Nation & Bauer, 1993). Walker as an instrument used for walking would not be considered part of the same family, while walker as a noun describing a person would be. Studies on English show the word family overestimates the number of words a foreign language learner can produce by up to 50% (Schmitt & Zimmerman, 2002) and the amount of words students can understand in listening and reading by up to 13% (McLean, 2017). As textbooks structure up to 90% of in class curriculum (Tyson & Woodward, 1989), textbook contents may provide a better projection of learner’s knowledge of a foreign language than word families. The present study compares vocabulary lists from the first two books in the popular Al-Kitaab Arabic as a Foreign Language textbook series (Brustad, Al-Batal, & Al-Tonsi, 2014) to large collections of texts, or corpora. Large, representative samples of text were selected to represent authentic texts learners would like to read according to a nationwide survey (Belnap, 2006): modern Arabic literature, newspapers, and texts that represent student’s desire to “interact with people who speak [Arabic]” ( p. 173). The percentage of text covered by textbook vocabulary lists was determined using AntWordProfiler (Anthony, 2014), a freely available software package that can compare lists to texts. Results show which types of texts students may be best prepared to read after completing a given textbook series, and how far they may get to the ideal coverage rate of 98%.
This study is an important contribution to the field, as it simulates an Arabic learner’s vocabulary knowledge for reading after completing a given textbook series. Results show how much text from large, representative samples of text could be covered by textbook vocabulary, which is the sum of vocabulary a student would learn after one to 1.5 years of Arabic study at the college level.