Congruence between Teachers’ Spoken Discourse and Students’ Vocabulary Levels: Is the Gap Too Wide?

IF 0.5 3区文学 0 LANGUAGE & LINGUISTICS

Language Matters Pub Date : 2022-01-02 DOI:10.1080/10228195.2022.2066157

Graham Creighton

引用次数: 0

Abstract

Abstract In international schools where English is the language of learning and teaching there are many students whose first language is not English and whose low vocabulary levels inhibit their chances of taking full advantage of their education. Not only must students comprehend the high-frequency vocabulary that make up general English usage, they also need the mid-frequency and academic vocabulary used by their teachers. In this article I report on the vocabulary levels of grade 9 and 10 English as a Second Language (ESL) students at an international high school and the vocabulary profile of their teachers’ spoken discourse. Results indicated a gap between the vocabulary level of the ESL students and the vocabulary used by the teachers. A better understanding of this gap would put English teachers in a stronger position to assist students to reach the vocabulary levels necessary for them to make sense of their lessons.

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教师口语话语与学生词汇水平的一致性：差距太大了吗？

摘要在以英语为学习和教学语言的国际学校里，有许多学生的第一语言不是英语，词汇量低阻碍了他们充分利用教育的机会。学生不仅要理解构成一般英语用法的高频词汇，还需要老师使用的中频词汇和学术词汇。在这篇文章中，我报告了一所国际高中九年级和十年级英语作为第二语言（ESL）学生的词汇水平以及他们的老师口语的词汇概况。结果表明，ESL学生的词汇水平与教师使用的词汇之间存在差距。更好地理解这一差距将使英语教师处于更有利的地位，帮助学生达到理解课程所需的词汇水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Matters Multiple-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The purpose of Language Matters is to provide a journal of international standing with a unique African flavour focusing on multilingualism in Africa. Although the journal contributes to the language debate on all African languages, sub-Saharan Africa and issues related to multilingualism in the southern African context are the journal’s specific domains. The journal seeks to promote the dissemination of ideas, points of view, teaching strategies and research on different aspects of African languages, providing a forum for discussion on the whole spectrum of language usage and debate in Africa. The journal endorses a multidisciplinary approach to the study of language and welcomes contributions not only from sociolinguists, psycholinguists and the like, but also from educationalists, language practitioners, computer analysts, engineers or scholars with a genuine interest in and contribution to the study of language. All contributions are critically reviewed by at least two referees. Although the general focus remains on multilingualism and related issues, one of the three issues of Language Matters published each year is a special thematic edition on Language Politics in Africa. These special issues embrace a wide spectrum of language matters of current relevance in Southern Africa.