How Large a Vocabulary Is Needed for Reading and Listening?

This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions from the lists. If 98% coverage of a text is needed for unassisted comprehension, then a 8,000 to 9,000 word-family vocabulary is needed for comprehension of written text and a vocabulary of 6,000 to 7,000 for spoken text. L'article a pour objectif de parler des essais menés sur quatorze listes de 1 000 familles de mots tirées du British National Corpus et de l'emploi de ces listes pour évaluer la taille du vocabulaire nécessaire afin de comprendre sans aide l'anglais oral et écrit. Les essais ont révélé que les listes sont adéquatement triées et ne contiennent aucune omission manifeste. Si on doit connaître 98 % des mots d'un texte pour le comprendre sans aide, il faut un vocabulaire de 8 000 à 9 000 familles de mots pour comprendre un texte écrit et un vocabulaire de 6 000 à 7 000 mots pour un texte oral.

[1]  Michael A. West,et al.  A general service list of English words, with semantic frequencies and a supplementary word-list for the writing of popular science and technology , 1953 .

[2]  Richard C. Anderson,et al.  How Many Words are There in Printed School English , 1984 .

[3]  J. Read,et al.  Measuring the Vocabulary Knowledge of Second Langauge Learners , 1988 .

[4]  William E. Nagy,et al.  Morphological families in the internal lexicon , 1989 .

[5]  R. Goulden,et al.  How large can a receptive vocabulary be? , 1990 .

[6]  P. Nation,et al.  What vocabulary size is needed toread unsimplified texts for pleasure? , 2020 .

[7]  Paul Nation,et al.  Using dictionaries to estimate vocabulary size: essential, but rarely followed, procedures , 1993 .

[8]  R. P. Carver Percentage of Unknown Vocabulary Words in Text as a Function of the Relative Difficulty of the text: Implications for Instruction , 1994 .

[9]  C. A. D'Anna,et al.  Growth of a Functionally Important Lexicon , 1995 .

[10]  Jeremy Ward How Large a Vocabulary Do EAP Engineering Students Need , 1999 .

[11]  Robert Schreuder,et al.  Effects of Family Size for Complex Words , 2000 .

[12]  Averil Coxhead A New Academic Word List , 2000 .

[13]  R. Bertram,et al.  The role of derivational morphology in vocabulary acquisition: get by with a little help from my morpheme friends. , 2000, Scandinavian journal of psychology.

[14]  P. Nation,et al.  Unknown vocabulary density and reading comprehension , 2020 .

[15]  Svenja Adolphs,et al.  Lexical Coverage of Spoken Discourse , 2003 .

[16]  Lynn Grant A Corpus-Based Investigation of Idiomatic Multiword Units , 2003 .

[17]  Teresa Mihwa Chung A corpus comparison approach for terminology extraction , 2003 .

[18]  Batia Laufer,et al.  Size and strength: do we need both to measure vocabulary knowledge? , 2004 .

[19]  Paul Nation,et al.  Word Meaning in Academic English: Homography in the Academic Word List , 2004 .

[20]  Svenja Adolphs,et al.  3. Vocabulary coverage according to spoken discourse context , 2004 .

[21]  Batia Laufer,et al.  Vocabulary in a Second Language: Selection, Acquisition and Testing , 2004 .

[22]  Paul Nation,et al.  1. A study of the most frequent word families in the British National Corpus , 2004 .

[23]  P. Nation,et al.  Word families , 2020 .

[24]  P. Nation,et al.  How many idioms are there in English? , 2020 .

[25]  E. Thorndike The Teacher's Word Book , 2007 .