Beverley Jennings, Daisy Powell, Sylvia Jaworska, Holly Joseph
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A Corpus Study of English Language Exam Texts: Vocabulary Difficulty and the Impact on Students' Wider Reading (or Should Students be Reading More Texts by Dead White Men?)
Students in England sit an important gateway examination in English at age 16. Major changes were made to this exam in 2017 resulting in more emphasis on the comprehension of unseen literary texts. This paper uses corpus linguistic methods to identify the kind of vocabulary encountered in these exam texts and compares it to the kind of vocabulary encountered in other sources of written language (classic literary fiction, biographies, poetry, etc.). Results showed vocabulary in the exam texts was typically low in frequency and that older literary fiction texts contained similar types of vocabulary. This suggests that students and teachers should rely more on older literary fiction to best prepare for the exam. However, this raises ethical questions about whether an exam should dictate students' reading experience, especially when older literary fiction is likely to be less diverse and dominated by dead White men.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research