Towards a reconceptualisation of “word” for high frequency word generation in word knowledge studies
Loading...
Date
2014
Authors
Sibanda, Jabulani
Baxen, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
The present paper derives from a PhD study investigating the nexus between Grade 4
textbook vocabulary demands and Grade 3 isiXhosa-speaking learners’ knowledge of
that vocabulary to enable them to read to learn in Grade 4. The paper challenges the
efficacy of the four current definitions of “word” for generating high frequency words
(HFW) for such a study. The paper submits that the token and type conceptualisations
are unrealistic in their disregard of the learning burden principle, and that the
lemma and word family notions are too accommodative and untenable in their overextension
of the learning burden principle. It critiques the arbitrary generation of
word levels from a language corpus which is not cognisant of the natural order in
which second language learners at different levels and from different first language
backgrounds acquire English vocabulary. Based on research findings, the paper
proposes, for the larger study, a unit-of-word quantification broader than the token
but less accommodative than the lemma. The paper advocates further research into
children’s psychological processing of English word forms to constitute a taxonomy
of word forms which merit treatment as single words at different levels of learners’
competence.
Description
Keywords
Vocabulary, High frequency words, Type, Token, Lemma, Word family
Citation
Sibanda, J., & Baxen, J. (2014). Towards a reconceptualisation of" word" for high frequency word generation in word knowledge studies. Perspectives in Education, 32(3), 92-103.