[논문]The Ratios of CEFR-J Vocabulary Usage Compared with GSL and AWL in Elementary EFL Classrooms and Suggestions of Vocabulary Items to be Taught

Ohashi, Yukiko; Katagiri, Noriaki

doi:10.22925/apjcr.2020.1.1.61

[국내논문] The Ratios of CEFR-J Vocabulary Usage Compared with GSL and AWL in Elementary EFL Classrooms and Suggestions of Vocabulary Items to be Taught 원문보기

Asia pacific journal of corpus research = 아시아태평양코퍼스연구, v.1 no.1, 2020년, pp.61 - 94

Ohashi, Yukiko (Yamazaki University of Animal Health Technology) , Katagiri, Noriaki (Hokkaido University of Education)

Abstract ▼ AI-Helper

The present study examined vocabulary usage in elementary English classrooms in Japan using elementary school corpus. The authors used three wordlists to benchmark the lexical items for four classes in the corpus: the CEFR-J, the General Service List (GSL), and Academic Word List (AWL). The percentage of vocabulary usage belonging to the Level A1 in the CEFR-J was below 15% (Class A: 12.1%, Class B: 12.6%, Class C: 8.9%, and Class D: 13.6%) with no statistical difference between levels. The mean ratio of Level A2 vocabulary items was below 10%, and all classes showed less than 1% of vocabulary usage for the Levels B1 and B2. Over 70% of all vocabulary items in the corpus belonged to the most frequent 1,000-word band (level 1) of the GSL, while the next most frequent word band (level 2 of the GSL and AWL) accounted for less than 10%. The results suggest that elementary school English teachers should use more vocabulary items in the CEFR-J Level A1. The findings demonstrate that elementary school teachers are less likely to expose their pupils to grammatically well-structured sentences with an abundance of lexical items since the teachers repeatedly use the same lexemes in each class.

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표/그림 (11)

표 Table 1. Elementary School Class Description Referred from Ohashi and Katagiri (2016)
표 Table 2. Vocabulary Levels in CEFR-J Wordlist and Total Numbers of Vocabulary Items of Each Level
표 Table 3. GSL and AWL With Total Numbers of All Lexical Items Included
표 Table 4. The Coverage Rates of Vocabulary Items Used in Classrooms Based on Word Type Compared to All Vocabulary Items Pertaining to All Levels of CEFR-J Wordlist
표 Table 5. Comparison of Word Types and Tokens of Each Level in CEFR-J Wordlist Observed in Each Class
표 Table 6. Coverage of the Corpus in the GSL and the AWL
표 Table 7. Frequencies of CEFR-J A1 Vocabulary Items Belonging to GSL Level 1 Observed in Classes
표 Table 8. The Frequency of CEFR-J A1 Vocabulary Items Belonging to Level 2 GSL Observed in Classes
표 Table 9. The Frequency of CEFR-J A1 Vocabulary Items Belonging to AWL Observed in Classes
표 Table 10. The Frequency of CEFR-J A1 Vocabulary Items Observed in Classes out of GSL or AWL
그림 Figure 1. Untagged Corpus Transcription Sample

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가설 설정

1. What are the ratios of vocabulary usage of all levels of the CEFR-J wordlist compared with the usage of vocabulary items of the GSL and AWL?
2. Is the usage ratio of vocabulary items of CEFR-J wordlist level A1 reasonable in English educational settings in Japanese elementary schools?

제안 방법

The present study utilized the elementary school corpora (Ohashi & Katagiri, 2016) referred to in the previous sections, the wordlists from the CEFR-J, levels A1, A2, B1, and B2, the GSL, and the AWL. This study examined the ratios of vocabulary usage of four levels, A1, A2, B1, and B2, which pertain to the CEFR-J wordlist. We also examined the CEFR-J level A1 vocabulary items observed in the corpus and those that were not included in the corpus then compared them with the usage of vocabulary items belonging to GSL and AWL.
Referring to next, for example, the one included in level A2 is described as an adverb or determiner, while the one in level B2 describes next as a pronoun. Accordingly, the procedure of this study includes checking the word class of all the vocabulary items observed in each class.
First, the authors extracted all English utterances observed in each class included in the elementary school corpus. The corpus included three types of utterances made up of the L1 (uttered in Japanese), the L2 (uttered in English), and the mixture of both the L1 and the L2. These three types of language use were accordingly annotated in an XML style.
Second, we categorized all the vocabulary items into all levels of the CEFR-J wordlist and calculated the usage ratios of vocabulary items of all levels on the benchmark wordlists, i.e., the GSL and the AWL. We used the RAMGE program for lexical analyses.
This study's outcomes include the possibility of initiating more activities involving a variety of vocabulary items that students can intentionally use. The activities covered in this study, such as Bingo or playing roles of familiar characters in folklore, facilitated the usage of some vocabulary items of the CEFR-J wordlist levels A1 and A2, suggesting the efficacy of integrating those activities in the English education curricula of elementary schools. These activities also elicit interactions where students help each other learn vocabulary through scaffolding.

후속연구

Integrating the larger-scale elementary school English corpus with corpora of middle school English corpus is also possible in exploring the linkage between the usage of vocabulary items in elementary and middle schools. We hope that the next phase of this study, using a larger-scale elementary school English corpus, will further examine the vocabulary usage in a classroom. With the findings from such a study, teachers would be able to teach their elementary students more vocabulary items corresponding to CEFR-J.

참고문헌 (15)

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상세보기
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