Frequency-based word lists provide good indications of which words language learners should learn, but are less useful in revealing which words learners actually know

Information about summary

Original publication
Pinchbeck, G. G. et al. (2022). Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora. System, 0(0), 0-0. doi: https://doi.org/10.1016/j.system.2022.102771
Writer of summary
Pinchbeck, G.G., Brown, D. & Kramer, B.
Upload date
28 April 2022
Language summary written in
Participant type
Language being learned
Age of learners
Notes
This summary is also available in ARABIC https://oasis-database.org/concern/summaries/r494vk698?locale=en | JAPANESE https://oasis-database.org/concern/summaries/g158bh95j?locale=en| | MANDARIN https://oasis-database.org/concern/summaries/9s161667m?locale=en
First language of learners
Country / region
Educational stage
Feature being learned

How to cite this summary

Pinchbeck, G.G., Brown, D. & Kramer, B. (2022). Frequency-based word lists provide good indications of which words language learners should learn, but are less useful in revealing which words learners actually know. OASIS Summary of Pinchbeck, G. G. et al. (2022) in System. https://oasis-database.org/concern/summaries/2801pg887?locale=en

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