Marlise Horst
Biographic Data
| ID | 5998587 |
|---|---|
| NAME | Marlise Horst |
| GIVEN NAMES | Marlise |
| FAMILY NAME | Horst |
| SIGNATURE | HORST M |
| AFFILIATIONS | Concordia University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)
There is current research consensus that second language (L2) learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials. This important finding prompts an important question: How much English vocabulary do English as a second language (ESL) learners need to know to achieve this crucial level of known-word coverage? A landmark paper by Nation (2006) provides a rather daunting…
Cognate awareness -raising in late childhood
This study is part of a larger investigation of the usefulness of instruction designed to raise cross-linguistic awareness in young Francophone learners of English in Quebec. In the research reported here, the focus is on cognates. Since previous research shows that learners typically fail to recognise many helpful similarities between words in a new language (in this case, English) and languages they already know, the instructional activities we…
A Frequency‐Based Approach to L2 Phonological Learning
Cohort Profile
The Longitudinal Aging Study Amsterdam (LASA) was initiated by the Dutch Ministry of Welfare, Health and Culture (currently Ministry of Health, Welfare and Sports). By the end of the 1980s, ministry officials recognized that ageing would be a major demographic driving force, shaping the need for health care in the Dutch population in the near future. Therefore, they became increasingly interested in the process of ageing and ageing-related determ…
First and second language knowledge in the language classroom
This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often break down because the teachers typically work in isolation and are uncertain how to proceed. We attempt…
Teaching and Researching Reading
Assessing English for Academic Purposes
Teaching and Researching Reading
How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)
There is current research consensus that second language (L2) learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials. This important finding prompts an important question: How much English vocabulary do English as a second language (ESL) learners need to know to achieve this crucial level of known-word coverage? A landmark paper by Nation (2006) provides a rather daunting…
A Frequency‐Based Approach to L2 Phonological Learning
Assessing English for Academic Purposes
Teaching and Researching Reading
First and second language knowledge in the language classroom
This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often break down because the teachers typically work in isolation and are uncertain how to proceed. We attempt…
Cohort Profile
The Longitudinal Aging Study Amsterdam (LASA) was initiated by the Dutch Ministry of Welfare, Health and Culture (currently Ministry of Health, Welfare and Sports). By the end of the 1980s, ministry officials recognized that ageing would be a major demographic driving force, shaping the need for health care in the Dutch population in the near future. Therefore, they became increasingly interested in the process of ageing and ageing-related determ…
Cognate awareness -raising in late childhood
This study is part of a larger investigation of the usefulness of instruction designed to raise cross-linguistic awareness in young Francophone learners of English in Quebec. In the research reported here, the focus is on cognates. Since previous research shows that learners typically fail to recognise many helpful similarities between words in a new language (in this case, English) and languages they already know, the instructional activities we…
A Frequency‐Based Approach to L2 Phonological Learning
How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007)
There is current research consensus that second language (L2) learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials. This important finding prompts an important question: How much English vocabulary do English as a second language (ESL) learners need to know to achieve this crucial level of known-word coverage? A landmark paper by Nation (2006) provides a rather daunting…
Computer Science (5 works) · Psychology (5 works) · Linguistics (4 works) · Second Language Acquisition and Learning (4 works) · Artificial Intelligence (3 works) · EFL/ESL Teaching and Learning (3 works) · Communication (2 works) · Communication (2 works) · French (2 works) · Mathematics education (2 works)