Diane Schmitt
Biographic Data
| ID | 6303148 |
|---|---|
| NAME | Diane Schmitt |
| GIVEN NAMES | Diane |
| FAMILY NAME | Schmitt |
| SIGNATURE | SCHMITT D |
| AFFILIATIONS | Nottingham Trent University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Vocabulary in Language Teaching
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 reassessment of frequency and vocabulary size in L2 vocabulary teaching
The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dic…
Language Testing
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
The Vocabulary Levels Test has been widely used in language assessment and vocabulary research despite never having been properly validated. This article reports on a study which uses a range of analysis techniques to present validity evidence, and to explore the equivalence of two revised and expanded versions of the Vocabulary Levels Test
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dic…
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…
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
The Vocabulary Levels Test has been widely used in language assessment and vocabulary research despite never having been properly validated. This article reports on a study which uses a range of analysis techniques to present validity evidence, and to explore the equivalence of two revised and expanded versions of the Vocabulary Levels Test
Language Testing
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dic…
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…
Vocabulary in Language Teaching
Linguistics (3 works) · Natural Language Processing Techniques (3 works) · Second Language Acquisition and Learning (3 works) · Vocabulary (3 works) · Computer Science (2 works) · Psychology (2 works) · Text Readability and Simplification (2 works) · Vocabulary development (2 works) · Active listening (1 work) · Angiogenesis (1 work)