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EMPIRICAL STUDY

The Academic Spoken Word List

Thi Ngoc Yen Dang

Corresponding Author

E-mail address: ngocyen1011@gmail.com

Vietnam National University

Victoria University of Wellington

Correspondence concerning this article should be addressed to Thi Ngoc Yen Dang, Faculty of English, University of Languages and International Studies, Vietnam National University, Level 5, Building B2, 2 Pham Van Dong, Cau Giay, Hanoi, Vietnam. E‐mail:

ngocyen1011@gmail.com

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Averil Coxhead

Victoria University of Wellington

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First published: 14 September 2017
Cited by: 6

We would like to thank the reviewers and editor for their useful feedback, and the following publishers and researchers for their generosity in letting us use their materials to create our corpora: Cambridge University Press, Pearson, Lynn Grant, the lecturers at Victoria University of Wellington, the researchers in the British Academic Spoken English corpus project, the British Academic Written English corpus project, the International Corpus of English project, the Massachusetts Institute of Technology Open courseware project, the Open Amerian National corpus project, the Santa Barbara Corpus of Spoken American‐English project, the Stanford Engineering Open courseware project, the University of California, Berkeley Open courseware project, and the Yale University Open courseware project.

Abstract

The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English‐medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list, which features vocabulary from 24 subjects across four equally sized disciplinary subcorpora, is graded into four levels according to Nation's British National Corpus and Corpus of Contemporary American English lists, and each level is divided into sublists of function words and lexical words. Depending on their vocabulary levels, language learners may reach 92–96% coverage of academic speech with the aid of the ASWL.

Open Practices

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This article has been awarded Open Materials and Open Data badges. The composition of the corpora, the Academic Spoken Word List, and sublists are publicly accessible via the Open Science Framework at https://osf.io/gwk45 and the IRIS digital repository at http://www.iris‐database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Number of times cited: 6

  • , Position vectors, homologous chromosomes and gamma rays: Promoting disciplinary literacy through Secondary Phrase Lists, English for Specific Purposes, 10.1016/j.esp.2018.08.004, 53, (1-12), (2019).
  • , The nature of vocabulary in academic speech of hard and soft-sciences, English for Specific Purposes, 10.1016/j.esp.2018.03.004, 51, (69-83), (2018).
  • , Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects, Journal of English for Academic Purposes, 10.1016/j.jeap.2018.07.004, 35, (105-115), (2018).
  • , Assessing writing with the tool for the automatic analysis of lexical sophistication (TAALES), Assessing Writing, 10.1016/j.asw.2018.06.004, (2018).
  • , Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks, Journal of English for Academic Purposes, 10.1016/j.jeap.2017.11.001, 30, (66-78), (2017).
  • , The development and application of a specialised word list: the case of Fabrication, Journal of Vocational Education & Training, 10.1080/13636820.2018.1471094, (1-26), (2018).