Hung Tan Ha
Biographic Data
| ID | 350427 |
|---|---|
| NAME | Hung Tan Ha |
| GIVEN NAMES | Hung Tan |
| FAMILY NAME | Ha |
| SIGNATURE | HA H T |
| AFFILIATIONS | University of Economics Ho Chi Minh City |
| ORCID | 0000-0002-5901-7718 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Revisiting the Lexical Differences Between Academic and General Training IELTS Reading Tests
The International English Language Testing System (IELTS) has served as one of the most reliable proofs of people’s English language proficiency. There have been rumors about the discrepancy in difficulty between the two modules of IELTS, namely Academic (AC) and General Training (GT); however, there is little empirical evidence to confirm such a myth. This research directly compares the lexical demands, diversity, and sophistication between the …
What is the best predictor of word difficulty? A case of data mining using random forest
Word frequency has a long history of being considered the most important predictor of word difficulty and has served as a guideline for several aspects of second language vocabulary teaching, learning, and assessment. However, recent empirical research has challenged the supremacy of frequency as a predictor of word difficulty. Accordingly, applied linguists have questioned the use of frequency as the principal criterion in the development of wor…
Lexical Demands of Academic Written English
The article presents a lexical study that investigates the lexical demands of academic written texts at different levels of writing. By employing the British National Corpus/ Corpus of Contemporary American English (BNC/COCA) word list and the Academic Word List (AWL), the present study analyzed data from the British Academic Written English (BAWE) corpus, which contained 2,761 student assignments, and the Public Library of Science One (PLOS ONE)…
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency
In recent years, applied linguists have paid more attention to the contributory roles of vocabulary knowledge in language subskills. However, little evidence has been collected to shed light upon the cross‐modality relationship between the two modalities of receptive word knowledge, namely phonological and orthographic vocabulary, and receptive language skills, namely reading and listening comprehension. Moreover, the majority of studies conducte…
Vocabulary Demands of Academic Spoken English Revisited
The article shines light upon the differences in the vocabulary demands of academic spoken discourse between three broad scientific disciplines: Life Sciences, Physical Sciences, and Social Sciences. By employing the Academic Word List (AWL) and British National Corpus/Corpus of Contemporary American English (BNC/COCA) wordlist, the present study analyzed data of the transcripts from 160 university lectures, 39 seminars, and 600 TED talks. Result…
Is “general” easier than “academic”? A corpus-based investigation into the two modules of IELTS reading test
Lexical Profile of Academic Written English Revisited
The abstract is an integral part of a scientific paper. Despite the importance of abstracts, very little research has investigated the vocabulary size needed to read abstracts in scientific papers. This present study analyzed the lexical profile of 26 million words from approximately 100,000 scholarly abstracts across 10 major subjects of science. The results showed that the vocabulary size of the most frequent 7,000 and 15,000 word families in t…
Vocabulary Demands of the IELTS Listening Test
The article offers an in-depth lexical analysis of the listening sub-test of the famous International English Language Testing System (IELTS). The vocabulary profile of 239 listening transcripts from 60 IELTS official practice tests were analyzed. The results showed that, 3,000 most frequent word families in the British National Corpus/Corpus of Contemporary American English (BNC/COCA) word list were necessary to safely gain 95% coverage of all f…
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency
In recent years, applied linguists have paid more attention to the contributory roles of vocabulary knowledge in language subskills. However, little evidence has been collected to shed light upon the cross‐modality relationship between the two modalities of receptive word knowledge, namely phonological and orthographic vocabulary, and receptive language skills, namely reading and listening comprehension. Moreover, the majority of studies conducte…
Vocabulary Demands of the IELTS Listening Test
The article offers an in-depth lexical analysis of the listening sub-test of the famous International English Language Testing System (IELTS). The vocabulary profile of 239 listening transcripts from 60 IELTS official practice tests were analyzed. The results showed that, 3,000 most frequent word families in the British National Corpus/Corpus of Contemporary American English (BNC/COCA) word list were necessary to safely gain 95% coverage of all f…
Is “general” easier than “academic”? A corpus-based investigation into the two modules of IELTS reading test
Lexical Profile of Academic Written English Revisited
The abstract is an integral part of a scientific paper. Despite the importance of abstracts, very little research has investigated the vocabulary size needed to read abstracts in scientific papers. This present study analyzed the lexical profile of 26 million words from approximately 100,000 scholarly abstracts across 10 major subjects of science. The results showed that the vocabulary size of the most frequent 7,000 and 15,000 word families in t…
Vocabulary Demands of the IELTS Listening Test
The article offers an in-depth lexical analysis of the listening sub-test of the famous International English Language Testing System (IELTS). The vocabulary profile of 239 listening transcripts from 60 IELTS official practice tests were analyzed. The results showed that, 3,000 most frequent word families in the British National Corpus/Corpus of Contemporary American English (BNC/COCA) word list were necessary to safely gain 95% coverage of all f…
Lexical Demands of Academic Written English
The article presents a lexical study that investigates the lexical demands of academic written texts at different levels of writing. By employing the British National Corpus/ Corpus of Contemporary American English (BNC/COCA) word list and the Academic Word List (AWL), the present study analyzed data from the British Academic Written English (BAWE) corpus, which contained 2,761 student assignments, and the Public Library of Science One (PLOS ONE)…
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency
In recent years, applied linguists have paid more attention to the contributory roles of vocabulary knowledge in language subskills. However, little evidence has been collected to shed light upon the cross‐modality relationship between the two modalities of receptive word knowledge, namely phonological and orthographic vocabulary, and receptive language skills, namely reading and listening comprehension. Moreover, the majority of studies conducte…
Vocabulary Demands of Academic Spoken English Revisited
The article shines light upon the differences in the vocabulary demands of academic spoken discourse between three broad scientific disciplines: Life Sciences, Physical Sciences, and Social Sciences. By employing the Academic Word List (AWL) and British National Corpus/Corpus of Contemporary American English (BNC/COCA) wordlist, the present study analyzed data of the transcripts from 160 university lectures, 39 seminars, and 600 TED talks. Result…
What is the best predictor of word difficulty? A case of data mining using random forest
Word frequency has a long history of being considered the most important predictor of word difficulty and has served as a guideline for several aspects of second language vocabulary teaching, learning, and assessment. However, recent empirical research has challenged the supremacy of frequency as a predictor of word difficulty. Accordingly, applied linguists have questioned the use of frequency as the principal criterion in the development of wor…
Revisiting the Lexical Differences Between Academic and General Training IELTS Reading Tests
The International English Language Testing System (IELTS) has served as one of the most reliable proofs of people’s English language proficiency. There have been rumors about the discrepancy in difficulty between the two modules of IELTS, namely Academic (AC) and General Training (GT); however, there is little empirical evidence to confirm such a myth. This research directly compares the lexical demands, diversity, and sophistication between the …
Computer Science (8 works) · Linguistics (8 works) · Psychology (8 works) · Second Language Acquisition and Learning (8 works) · Vocabulary (7 works) · Artificial Intelligence (6 works) · Natural language processing (5 works) · Coca (4 works) · Corpus linguistics (4 works) · Natural Language Processing Techniques (4 works)