PREFACE
Alhamdulillahi rabbil alamin, the writer express his gratitude tio the God almight that has guided and merced , so that the God could finish her writing in this makalah. Salawat and salam attended to the great prophet Muhammad SAW, it would not be possible to produce a work of this kind without assistance and guidance from many people. Therefore, the writer would like to express her sincere thanks to them particularly to the following individuals, they are :
Firstly, my beloved parents, who always give the financial, support,their love and pray for the writer and also my sister and my brothers who had given me support and for all my family.
Secondly, the writer said thank for all my friends about their support and suggesstion because their suggesstion will make perfect my makalah.
Finally, for all people who have given suggesstion and ideas. The writer should also express her thanks.
Kamanre, 18 January 2011
The writer
Table of content
Preface ………………………………………………...1
Table of content ……………………………………….2
Banner ………………………………………………….3
Poster……………………………………………………5
Pamphlet …………………………………………….. ...10
Bibliografy……………...………………………………12
Banner
A. Definition of Banner
A banner is a flag or other piece of cloth bearing a symbol, logo, slogan or other message. Banner-making is an ancient craft.The word derives from late Latin bandum, a cloth out of which a flag is made (Latin banderia, Italian bandiera), (Spanish bandera). A banner is a flag or pennant that signals something.
B. Function Of banner
They are often connected to a pole or rope such as signal flags on a ship which give conditions or status of the ship(s).. Some banners are used for advertising or names of colleges or universities
C. Example to Barner
Question
1. What show does the banner inform?
2. Who are the actors and the actresses of the show?
3. Where will it take place?
4. When will it be held?
5. What is the price of the ticket?
Poster
A. Definition Of poster
A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eye-catching and convey information. Posters may be used for many purposes They are a frequent tool of advertisers (particularly of events, musicians and films), propagandists , protestors and other groups trying to communicate a message. Posters are also used for reproductions of artwork , particularly famous works, and are generally low-cost compared to original artwork. Another type of poster is the educational poster, which may be about a particular subject for educational purposes.
B. Function of Poster
The main function of a poster is to capture a moving audience with a message. When designing a poster, plan its design carefully. You will have a short amount of time to attract and hold your readers attention. Think about the one aspect of the information that must convey the message and plan your design around that.
C. Example
A poster should:
• Have type large enough to be viewed to 10-15 times your format width.
• Have a simple and clear layout so your reader knows where to find the information.
• Include all important information such as date, time, location, contact name and telephone number.
• Have a dominate elements such as a headline or image that will quickly catch your reader's eye.
• Have the most important message emphasized by size, color, or value.
• . Have art that is related to the message.
• . Have the type and imagery arranged in a logical, functional sequence.
• Have bold, intense colors to enhance your message so that it can be easily seen from a distance.
D. Question
1. What Do you see in the poster ?
2. What does the poster try to say?
3. Whatdoes the picture in the poster try to show or say?
4. What is the meaning of the message in the poster?
5. What does “watch your step “ mean?
Pamphlet
A. Definiton of Pamphlet
A pamphlet is an unbound booklet (that is, without a hard cover or binding). It may consist of a single sheet of paper that is printed on both sides and folded in half, in thirds, or in fourths (called a leaflet), or it may consist of a few pages that are folded in half and saddle stapled at the crease to make a simple book. In order to count as a pamphlet, UNESCO requires a publication (other than a periodical) to have "at least 5 but not more than 48 pages exclusive of the cover pages";[1] a longer item is a book.
B. Function Of Pamphlet
Pamphlets can contain anything from information on kitchen appliances to medical information and religious treatises. Pamphlets are very important in marketing as they are cheap to produce and can be distributed easily to customers. Pamphlets have also long been an important tool of political protest and political campaigning for similar reasons.
C. Example
D.
E.
F.
G.
H. Question
1. What show does the pamphlet display?
2. Who are the actors and the actresses?
3. When will the show be held?
4. Where will the show be held?
5. What is the pamphlet intended for
Tampilkan postingan dengan label bhs.inggeris X. Tampilkan semua postingan
Tampilkan postingan dengan label bhs.inggeris X. Tampilkan semua postingan
Senin, 13 Juni 2011
pasive voice
Passive VoiceKategori: Grammar - Dibaca: 1511 kali
Kalimat aktif merupakan kalimat yang subjek kalimatnya adalah pelaku sebuah tindakan, sedangkan kalimat pasif adalah kalimat yang subjeknya bukan pelaku suatu tindakan. Si subjek adalah si penerima akibat dari sebuah tindakan.
Bandingkan kalimat-kalimat berikut:
Aktif : Susi mengetik surat ini kemarin
Pasif : Surat ini diketik oleh Susi kemarin
Aktif : Kucingku membunuh seekor tikus
Pasif : Seekor tikus dibunuh oleh kucingku
Catatan:
Gunakan bentuk pasif jika pelaku tindakan tidak begitu penting.
Contoh:
Menara ini dibangun tahun 1955
Kalau kita perlu menyebut siapa pelaku suatu tindakan, gunakan kata oleh (by)
Contoh:
Menara ini telah dibangun oleh Pemerintah Daerah pada tahun 1955
Rumus umum untuk membentuk suatu kalimat Pasif
Aktif : S + Verb (Kata Kerja) + Objek + dll
Pasif : Objek + to be + Verb 3 (Kata Kerja Bentuk III) ( + by subjek) + dll
To be yang digunakan
Present : is, am, are
Past : was, were
Perfect : been (di depan have, has, atau had)
Future : be (setelah modals)
Continuous : being (di depan salah satu dari 7 to be di atas)
Hal-hal yang perlu diketahui dan diingat
Untuk menyatakan suatu kalimat dalam bentuk pasif, tenses tidak berubah. Tenses harus sama dengan kalau kita menyatakannya dalam bentuk aktif. Yang berubah hanya kata kerja-nya.
Kata kerja yang tidak memiliki objek (Kata Kerja Intransitif) tidak dapat diubah menjadi kalimat pasif, seperti, menangis, mendidih, terbit, dll.
Contoh-contoh kalimat aktif dan pasif
Jack sings a song (active)
A song is sung by Jack (Passive)
Jack sang a song yesterday (active)
A song was sung by Jack yesterday (passive)
Jack has sung a song (active)
A song has been sung by Jack (passive)
Jack will sing a song (active)
A song will be sung by Jack (passive)
Jack is singing a song (active)
A song is being sung by Jack (passive)
Jack can sing a song (active)
A song can be sung by Jack (passive)
Beberapa Bentuk Kalimat Passive
1) Passive Imperative Sentence
Rumus:
Let + objek + be + Kata Kerja Bentuk III
Help the poor (active)
Let the poor be helped (passive)
2) Passive Infinitive: It is/was time
Rumus:
It is/was time for + objek + to be + kata kerja III
It is time to send the letter (active)
It is time for the letter to be sent (passive)
3) Negative Passive Imperative Sentence
Rumus:
Subjek + be + Kata kerja III + not to + infinitive
(kata kerja III yang sering digunakan adalah: advised, asked, begged, commanded, requested)
Don�t wait for me (active)
You are advised not to wait for me (passive)
4) Passive Sentence with Verbs of Perception
Rumus
Subjek + be + adjectives + when + subjek + be + kata kerja III
(kata kerja yang digunakan adalah: taste, smell, feel)
This food tastes delicious (active)
This food is delicious when it is tasted (passive)
5) Passive Sentence with Certain Verbs followed by �that-clause�
Kata kerja yang digunakan adalah: accept, admit, agree, assume, believe, decide, expect, find out, intend, plan, point out, presume, prove, regret, report, say, think, understand.
We regretted that the principal had to resign from office (active)
It was regretted that the principal had to resign from office (passive)
6) Passive Sentence with Nouns or Adjectives as Complements
I consider her very pretty (active)
She is considered very pretty (passive)
7) Passive Sentence with two objects
He gave me a book (active)
A book was given to me by him (passive 1)
I was given a book by him (passive 2)
8) Passive Sentence with Gerund Verbs
The teacher enjoyed teaching the students (active)
The students enjoyed being taught by the teacher (passive)
9) Agent consisting long expression at the end of sentence
Dalam kalimat pasif, jika pelaku terdiri dari ekspresi yang panjang, sebaiknya subjek tersebut ditempatkan di akhir kalimat setelah by.
We were all surprised by her sudden announcement to get married
I was confused by his plan to stop the ongoing project and begin a new one.
10) Passive Sentence with unique verbs
Kata kerja yang digunakan adalah: require, deserve, need
This wall needs to be painted (sama dengan)
This wall needs painting
Modals
Modals
Can
- They can control their own budgets. (kemampuan/kemungkinan)
- Can I smoke here? (Minta Izin)
- Can you help me? (Permintaan)
- Could I borrow your dictionary? (Minta Izin)
- Could you say it again more slowly? (Permintaan)
- We could try to fix it ourselves. (Saran)
- I think we could have another Gulf War. (Kemungkinan)
- He gave up his old job so he could work for us. (Kemampuan)
- May I have another cup of coffee? (Minta Izin)
- China may become a major economic power. (Kemungkinan)
- They might give us a 10% discount. (Kemungkinan)
- We must say good-bye now. (Keharusan)
- They mustn't disrupt the work more than necessary. (Larangan)
- We ought to employ a professional writer. (Menyarankan)
(jarang dipakai di Amerika)
- Shall I help you with your luggage? (Menawarkan)
- Shall we say 2.30 then? (Menyarankan)
- Shall I do that or will you? (Meminta)
- We should sort out this problem at once. (Menyarankan)
- I think we should check everything again. (Merekomendasikan)
- Profits should increase next year. (Prediksi tak tentu)
- I can't see any taxis so I'll walk. (Keputusan Spontan)
- I'll do that for you if you like. (Menawarkan)
- I'll get back to you first thing on Monday. (Janji)
- Profits will increase next year. (Prediksi tak tentu)
- Would you mind if I brought a colleague with me? (Minta Izin)
- Would you pass the salt please? (Permintaan)
- Would you mind waiting a moment? (Permintaan)
- "Would three o'clock suit you?" - "That'd be fine." (Mengatur)
- Would you like to play golf this Friday? (Mengundang)
- "Would you prefer tea or coffee?" - "I'd like tea please." (Merujuk)
The first major distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called active) or receptive (also called passive) and even within those opposing categories, there is often times no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well-known to barely known (see degree of knowledge below). In most cases, a person's receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. Productive vocabulary, therefore, generally refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean that the word has been used correctly or accurately reflect the intended message of the utterance, but it does reflect a minimal amount of productive knowledge.
Degree of knowledge
Within the receptive / productive distinction lies a range of abilities which are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as:- Never encountered the word.
- Heard the word, but cannot define it.
- Recognize the word due to context or tone of voice.
- Able to use the word but cannot clearly explain it.
- Fluent with the word – its use and definition.
Depth of knowledge
The differing degrees of word knowledge imply a greater depth of knowledge, but the process is more complex than that. There are many facets to knowing a word, some of which are not hierarchical so their acquisition does not necessarily follow a linear progression suggested by degree of knowledge. Several frameworks of work knowledge have been proposed to better operationalise this concept. One such framework includes nine facets:- orthography - written form
- phonology - spoken form
- reference - meaning
- semantics - concept and reference
- register - appropriacy of use
- collocation - lexical neighbours
- word associations
- syntax - grammatical function
- morphology - word parts
Types of vocabulary
Listed in order of most ample to most limited:[2][3]Reading vocabulary
A person's reading vocabulary is all the words he or she can recognize when reading. This is the largest type of vocabulary simply because it includes the other three.Listening vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice.Writing vocabulary
A person's writing vocabulary is all the words he or she can employ in writing. Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user.Speaking vocabulary
A person's speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures.Focal vocabulary
"Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary, its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception on things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan have an elaborate vocabulary to describe cattle. The Nuer have dozens of names for cattle because of the cattle's particular histories, economies, and environments. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers can also elaborate their snow and cattle vocabularies when the need arises.[4][5]Vocabulary growth
Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained – through questions and education – the anomalies and irregularities of language can be discovered.In first grade, an advantaged student (i.e. a literate student) knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500–5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day.[6]
After leaving school, vocabulary growth reaches a plateau. People may then expand their vocabularies by engaging in activities such as reading, playing word games, and participating in vocabulary programs.
The importance of a vocabulary
- An extensive vocabulary aids expressions and communication.
- Vocabulary size has been directly linked to reading comprehension.[7]
- Linguistic vocabulary is synonymous with thinking vocabulary.[7]
- A person may be judged by others based on his or her vocabulary.
[edit] Native- and foreign-language vocabulary
[edit] Native-language vocabulary
Native speakers' vocabularies vary widely within a language, and are especially dependent on the level of the speaker's education. A 1995 study estimated the vocabulary size of college-educated speakers at about 17,000 word families[clarification needed], and that of first-year college students (high-school educated) at about 12,000.[8]Foreign-language vocabulary
The effects of vocabulary size on language comprehension
Francis and Kucera[9] studied English texts totaling one million words and found that if one knows the words with the highest frequency, they will quickly know most of the words in an English text:| Vocabulary Size | Written Text Coverage |
|---|---|
| 1000 words | 72.0% |
| 2000 | 79.7 |
| 3000 | 84.0 |
| 4000 | 86.8 |
| 5000 | 88.7 |
| 6000 | 89.9 |
| 15,851 | 97.8 |
[edit] Second Language Vocabulary Acquisition
Learning vocabulary is one of the first steps of learning a second language, yet a learner never finishes vocabulary acquisition. Whether in one’s native language or a second language, the acquisition of new vocabulary is a continual process. Many methods can help one acquire new vocabulary.[edit] Memorization
Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is considered one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally have gathered a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increases retention (Sagarra & Alba, 2006),[11] it does typically require a large amount of repetition. Other methods typically require more time and longer to recall.Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false cognate, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false cognates. When large amounts of vocabulary must be acquired in a limited amount of time, when the learner needs to recall information quickly, when words represent abstract concepts or are difficult to picture in a mental image, or when discriminating between false cognates, rote memorization is the method to use. A neural network model of novel word learning across orthographies, accounting for L1-specific memorization abilities of L2-learners has recently been introduced (Hadzibeganovic & Cannas, 2009).[12]
[edit] The Keyword Method
One useful method to build vocabulary in a second language is the keyword method. When additional time is available or one wants to emphasize a few key words, one can create mnemonic devices or word associations. Although these strategies tend to take longer to implement and may take longer in recollection, they create new or unusual connections that can increase retention. The keyword method requires deeper cognitive processing, thus increasing the likelihood of retention (Sagarra & Alba, 2006).[11] This method uses fits within Paivio’s (1986)[13] dual coding theory because it uses both two verbal and image memory systems. However, this method should be used only with words that represent concrete and imageable things. Abstract concepts or words that do not bring a distinct image to mind are difficult to associate. In addition, studies have shown that associative vocabulary learning is more successful with younger aged students (Sagarra & Alba, 2006).[11] As students advance and age, they tend to rely less on creating word associations to remember vocabulary.[edit] Basic English vocabulary
Several word lists have been developed to provide people with a limited vocabulary either quick language proficiency or an effective means of communication. In 1930, Charles Kay Ogden created Basic English (850 words). Other lists include Simplified English (1000 words) and Special English (1500 words). The General Service List,[14] 2000 high frequency words compiled by Michael West from a 5,000,000 word corpus, has been used to create a number of adapted reading texts for English language learners. Knowing 2000 English words, one could understand quite a lot of English, and even read a lot of simple material without problems.Vocabulary differences between social classes in the U.S.A.
James Flynn reports the remarkable differences in vocabulary exposure of pre-schoolers between different classes in the U.S.A. Apparently, pre-schoolers of professional families are typically exposed to 2,150 different words, pre-schoolers from working class families to 1,250 words, while those from households on welfare just 620.[15]See also
- Differences between American and British English (vocabulary)
- Language proficiency (Linguistic proficiency) The ability of an individual to speak or perform in an acquired language).
[edit] Footnotes
- ^ Cambridge Advanced Learners Dictionary
- ^ Barnhart, Clarence L. (1968).
- ^ The World Book Dictionary. Clarence L. Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
- ^ Miller (1989)
- ^ Lenkeit
- ^ "Vocabulary". Sebastian Wren, Ph.D. BalancedReading.com http://www.balancedreading.com/vocabulary.html
- ^ a b Stahl, Steven A. Vocabulary Development. Cambridge: Brookline Books, 1999. p. 3. "The Cognitive Foundations of Learning to Read: A Framework", Southwest Educational Development Laboratory, [1], p. 14.
- ^ E.B. Zechmeister, A.M. Chronis, W.L. Cull, C.A. D'Anna and N.A. Healy, Growth of a functionally important lexicon, Journal of Reading Behavior, 1995, 27(2), 201-212
- ^ W.N. Francis, and H. Kucera. Frequency Analysis of English Usage, Houghton Mifflin, Boston, 1982
- ^ Schonell, et al. 1956
- ^ a b c Sagarra, Nuria, & Alba, Matthew. (2006). The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish. The Modern Language Journal, 90, ii. p. 228-243.
- ^ Hadzibeganovic Tarik & Cannas, Sergio A. (2009). A Tsallis' statistics based neural network model for novel word learning. Physica A, 388, pp. 732-746.
- ^ Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
- ^ West (1953)
- ^ Flynn (2008), p. 102.
[edit] References
- Barnhart, Clarence Lewis (ed.) (1968). The World Book Dictionary. Chicago: Thorndike-Barnhart, OCLC 437494
- Flynn, James Robert (2008). Where have all the liberals gone? : race, class, and ideals in America. Cambridge University Press; 1st edition. ISBN 978-0521494311 OCLC 231580885
- Lenkeit, Roberta Edwards (2007) Introducing cultural anthropology Boston: McGraw-Hill (3rd. ed.) OCLC 64230435
- Liu, Na and I.S.P. Nation. "Factors affecting guessing vocabulary in context", RELC Journal, 1985,16 1, pp. 33–42. doi:10.1177/003368828501600103
- Miller, Barbara D. (1999). Cultural Anthropology(4th ed.) Boston: Allyn and Bacon, p.315 OCLC 39101950
- Schonell, Sir Fred Joyce, Ivor G. Meddleton and B. A. Shaw, A study of the oral vocabulary of adults : an investigation into the spoken vocabulary of the Australian worker, University of Queensland Press, Brisbane, 1956. OCLC 606593777
- West, Michael (1953). A general service list of English words, with semantic frequencies and a supplementary word-list for the writing of popular science and technology London, New York: Longman, Green OCLC 318957
Productive and receptive
The first major distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called active) or receptive (also called passive) and even within those opposing categories, there is often times no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well-known to barely known (see degree of knowledge below). In most cases, a person's receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. Productive vocabulary, therefore, generally refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean that the word has been used correctly or accurately reflect the intended message of the utterance, but it does reflect a minimal amount of productive knowledge.Degree of knowledge
Within the receptive / productive distinction lies a range of abilities which are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as:- Never encountered the word.
- Heard the word, but cannot define it.
- Recognize the word due to context or tone of voice.
- Able to use the word but cannot clearly explain it.
- Fluent with the word – its use and definition.
Depth of knowledge
The differing degrees of word knowledge imply a greater depth of knowledge, but the process is more complex than that. There are many facets to knowing a word, some of which are not hierarchical so their acquisition does not necessarily follow a linear progression suggested by degree of knowledge. Several frameworks of work knowledge have been proposed to better operationalise this concept. One such framework includes nine facets:- orthography - written form
- phonology - spoken form
- reference - meaning
- semantics - concept and reference
- register - appropriacy of use
- collocation - lexical neighbours
- word associations
- syntax - grammatical function
- morphology - word parts
Types of vocabulary
Listed in order of most ample to most limited:[2][3]Reading vocabulary
A person's reading vocabulary is all the words he or she can recognize when reading. This is the largest type of vocabulary simply because it includes the other three.Listening vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice.Writing vocabulary
A person's writing vocabulary is all the words he or she can employ in writing. Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user.Speaking vocabulary
A person's speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures.Focal vocabulary
"Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary, its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception on things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan have an elaborate vocabulary to describe cattle. The Nuer have dozens of names for cattle because of the cattle's particular histories, economies, and environments. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers can also elaborate their snow and cattle vocabularies when the need arises.[4][5]Vocabulary growth
Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained – through questions and education – the anomalies and irregularities of language can be discovered.In first grade, an advantaged student (i.e. a literate student) knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500–5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day.[6]
After leaving school, vocabulary growth reaches a plateau. People may then expand their vocabularies by engaging in activities such as reading, playing word games, and participating in vocabulary programs.
The importance of a vocabulary
- An extensive vocabulary aids expressions and communication.
- Vocabulary size has been directly linked to reading comprehension.[7]
- Linguistic vocabulary is synonymous with thinking vocabulary.[7]
- A person may be judged by others based on his or her vocabulary.
[edit] Native- and foreign-language vocabulary
[edit] Native-language vocabulary
Native speakers' vocabularies vary widely within a language, and are especially dependent on the level of the speaker's education. A 1995 study estimated the vocabulary size of college-educated speakers at about 17,000 word families[clarification needed], and that of first-year college students (high-school educated) at about 12,000.[8]Foreign-language vocabulary
The effects of vocabulary size on language comprehension
Francis and Kucera[9] studied English texts totaling one million words and found that if one knows the words with the highest frequency, they will quickly know most of the words in an English text:| Vocabulary Size | Written Text Coverage |
|---|---|
| 1000 words | 72.0% |
| 2000 | 79.7 |
| 3000 | 84.0 |
| 4000 | 86.8 |
| 5000 | 88.7 |
| 6000 | 89.9 |
| 15,851 | 97.8 |
[edit] Second Language Vocabulary Acquisition
Learning vocabulary is one of the first steps of learning a second language, yet a learner never finishes vocabulary acquisition. Whether in one’s native language or a second language, the acquisition of new vocabulary is a continual process. Many methods can help one acquire new vocabulary.[edit] Memorization
Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is considered one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally have gathered a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increases retention (Sagarra & Alba, 2006),[11] it does typically require a large amount of repetition. Other methods typically require more time and longer to recall.Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false cognate, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false cognates. When large amounts of vocabulary must be acquired in a limited amount of time, when the learner needs to recall information quickly, when words represent abstract concepts or are difficult to picture in a mental image, or when discriminating between false cognates, rote memorization is the method to use. A neural network model of novel word learning across orthographies, accounting for L1-specific memorization abilities of L2-learners has recently been introduced (Hadzibeganovic & Cannas, 2009).[12]
[edit] The Keyword Method
One useful method to build vocabulary in a second language is the keyword method. When additional time is available or one wants to emphasize a few key words, one can create mnemonic devices or word associations. Although these strategies tend to take longer to implement and may take longer in recollection, they create new or unusual connections that can increase retention. The keyword method requires deeper cognitive processing, thus increasing the likelihood of retention (Sagarra & Alba, 2006).[11] This method uses fits within Paivio’s (1986)[13] dual coding theory because it uses both two verbal and image memory systems. However, this method should be used only with words that represent concrete and imageable things. Abstract concepts or words that do not bring a distinct image to mind are difficult to associate. In addition, studies have shown that associative vocabulary learning is more successful with younger aged students (Sagarra & Alba, 2006).[11] As students advance and age, they tend to rely less on creating word associations to remember vocabulary.[edit] Basic English vocabulary
Several word lists have been developed to provide people with a limited vocabulary either quick language proficiency or an effective means of communication. In 1930, Charles Kay Ogden created Basic English (850 words). Other lists include Simplified English (1000 words) and Special English (1500 words). The General Service List,[14] 2000 high frequency words compiled by Michael West from a 5,000,000 word corpus, has been used to create a number of adapted reading texts for English language learners. Knowing 2000 English words, one could understand quite a lot of English, and even read a lot of simple material without problems.Vocabulary differences between social classes in the U.S.A.
James Flynn reports the remarkable differences in vocabulary exposure of pre-schoolers between different classes in the U.S.A. Apparently, pre-schoolers of professional families are typically exposed to 2,150 different words, pre-schoolers from working class families to 1,250 words, while those from households on welfare just 620.[15]See also
- Differences between American and British English (vocabulary)
- Language proficiency (Linguistic proficiency) The ability of an individual to speak or perform in an acquired language).
[edit] Footnotes
- ^ Cambridge Advanced Learners Dictionary
- ^ Barnhart, Clarence L. (1968).
- ^ The World Book Dictionary. Clarence L. Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
- ^ Miller (1989)
- ^ Lenkeit
- ^ "Vocabulary". Sebastian Wren, Ph.D. BalancedReading.com http://www.balancedreading.com/vocabulary.html
- ^ a b Stahl, Steven A. Vocabulary Development. Cambridge: Brookline Books, 1999. p. 3. "The Cognitive Foundations of Learning to Read: A Framework", Southwest Educational Development Laboratory, [1], p. 14.
- ^ E.B. Zechmeister, A.M. Chronis, W.L. Cull, C.A. D'Anna and N.A. Healy, Growth of a functionally important lexicon, Journal of Reading Behavior, 1995, 27(2), 201-212
- ^ W.N. Francis, and H. Kucera. Frequency Analysis of English Usage, Houghton Mifflin, Boston, 1982
- ^ Schonell, et al. 1956
- ^ a b c Sagarra, Nuria, & Alba, Matthew. (2006). The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish. The Modern Language Journal, 90, ii. p. 228-243.
- ^ Hadzibeganovic Tarik & Cannas, Sergio A. (2009). A Tsallis' statistics based neural network model for novel word learning. Physica A, 388, pp. 732-746.
- ^ Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
- ^ West (1953)
- ^ Flynn (2008), p. 102.
[edit] References
- Barnhart, Clarence Lewis (ed.) (1968). The World Book Dictionary. Chicago: Thorndike-Barnhart, OCLC 437494
- Flynn, James Robert (2008). Where have all the liberals gone? : race, class, and ideals in America. Cambridge University Press; 1st edition. ISBN 978-0521494311 OCLC 231580885
- Lenkeit, Roberta Edwards (2007) Introducing cultural anthropology Boston: McGraw-Hill (3rd. ed.) OCLC 64230435
- Liu, Na and I.S.P. Nation. "Factors affecting guessing vocabulary in context", RELC Journal, 1985,16 1, pp. 33–42. doi:10.1177/003368828501600103
- Miller, Barbara D. (1999). Cultural Anthropology(4th ed.) Boston: Allyn and Bacon, p.315 OCLC 39101950
- Schonell, Sir Fred Joyce, Ivor G. Meddleton and B. A. Shaw, A study of the oral vocabulary of adults : an investigation into the spoken vocabulary of the Australian worker, University of Queensland Press, Brisbane, 1956. OCLC 606593777
- West, Michael (1953). A general service list of English words, with semantic frequencies and a supplementary word-list for the writing of popular science and technology London, New York: Longman, Green OCLC 318957
Productive and receptive
The first major distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called active) or receptive (also called passive) and even within those opposing categories, there is often times no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well-known to barely known (see degree of knowledge below). In most cases, a person's receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which he or she is exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. Productive vocabulary, therefore, generally refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean that the word has been used correctly or accurately reflect the intended message of the utterance, but it does reflect a minimal amount of productive knowledge.Degree of knowledge
Within the receptive / productive distinction lies a range of abilities which are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as:- Never encountered the word.
- Heard the word, but cannot define it.
- Recognize the word due to context or tone of voice.
- Able to use the word but cannot clearly explain it.
- Fluent with the word – its use and definition.
Depth of knowledge
The differing degrees of word knowledge imply a greater depth of knowledge, but the process is more complex than that. There are many facets to knowing a word, some of which are not hierarchical so their acquisition does not necessarily follow a linear progression suggested by degree of knowledge. Several frameworks of work knowledge have been proposed to better operationalise this concept. One such framework includes nine facets:- orthography - written form
- phonology - spoken form
- reference - meaning
- semantics - concept and reference
- register - appropriacy of use
- collocation - lexical neighbours
- word associations
- syntax - grammatical function
- morphology - word parts
Types of vocabulary
Listed in order of most ample to most limited:[2][3]Reading vocabulary
A person's reading vocabulary is all the words he or she can recognize when reading. This is the largest type of vocabulary simply because it includes the other three.Listening vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice.Writing vocabulary
A person's writing vocabulary is all the words he or she can employ in writing. Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user.Speaking vocabulary
A person's speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures.Focal vocabulary
"Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary, its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception on things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan have an elaborate vocabulary to describe cattle. The Nuer have dozens of names for cattle because of the cattle's particular histories, economies, and environments. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers can also elaborate their snow and cattle vocabularies when the need arises.[4][5]Vocabulary growth
Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained – through questions and education – the anomalies and irregularities of language can be discovered.In first grade, an advantaged student (i.e. a literate student) knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500–5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day.[6]
After leaving school, vocabulary growth reaches a plateau. People may then expand their vocabularies by engaging in activities such as reading, playing word games, and participating in vocabulary programs.
The importance of a vocabulary
- An extensive vocabulary aids expressions and communication.
- Vocabulary size has been directly linked to reading comprehension.[7]
- Linguistic vocabulary is synonymous with thinking vocabulary.[7]
- A person may be judged by others based on his or her vocabulary.
[edit] Native- and foreign-language vocabulary
[edit] Native-language vocabulary
Native speakers' vocabularies vary widely within a language, and are especially dependent on the level of the speaker's education. A 1995 study estimated the vocabulary size of college-educated speakers at about 17,000 word families[clarification needed], and that of first-year college students (high-school educated) at about 12,000.[8]Foreign-language vocabulary
The effects of vocabulary size on language comprehension
Francis and Kucera[9] studied English texts totaling one million words and found that if one knows the words with the highest frequency, they will quickly know most of the words in an English text:| Vocabulary Size | Written Text Coverage |
|---|---|
| 1000 words | 72.0% |
| 2000 | 79.7 |
| 3000 | 84.0 |
| 4000 | 86.8 |
| 5000 | 88.7 |
| 6000 | 89.9 |
| 15,851 | 97.8 |
[edit] Second Language Vocabulary Acquisition
Learning vocabulary is one of the first steps of learning a second language, yet a learner never finishes vocabulary acquisition. Whether in one’s native language or a second language, the acquisition of new vocabulary is a continual process. Many methods can help one acquire new vocabulary.[edit] Memorization
Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is considered one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally have gathered a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increases retention (Sagarra & Alba, 2006),[11] it does typically require a large amount of repetition. Other methods typically require more time and longer to recall.Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false cognate, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false cognates. When large amounts of vocabulary must be acquired in a limited amount of time, when the learner needs to recall information quickly, when words represent abstract concepts or are difficult to picture in a mental image, or when discriminating between false cognates, rote memorization is the method to use. A neural network model of novel word learning across orthographies, accounting for L1-specific memorization abilities of L2-learners has recently been introduced (Hadzibeganovic & Cannas, 2009).[12]
[edit] The Keyword Method
One useful method to build vocabulary in a second language is the keyword method. When additional time is available or one wants to emphasize a few key words, one can create mnemonic devices or word associations. Although these strategies tend to take longer to implement and may take longer in recollection, they create new or unusual connections that can increase retention. The keyword method requires deeper cognitive processing, thus increasing the likelihood of retention (Sagarra & Alba, 2006).[11] This method uses fits within Paivio’s (1986)[13] dual coding theory because it uses both two verbal and image memory systems. However, this method should be used only with words that represent concrete and imageable things. Abstract concepts or words that do not bring a distinct image to mind are difficult to associate. In addition, studies have shown that associative vocabulary learning is more successful with younger aged students (Sagarra & Alba, 2006).[11] As students advance and age, they tend to rely less on creating word associations to remember vocabulary.[edit] Basic English vocabulary
Several word lists have been developed to provide people with a limited vocabulary either quick language proficiency or an effective means of communication. In 1930, Charles Kay Ogden created Basic English (850 words). Other lists include Simplified English (1000 words) and Special English (1500 words). The General Service List,[14] 2000 high frequency words compiled by Michael West from a 5,000,000 word corpus, has been used to create a number of adapted reading texts for English language learners. Knowing 2000 English words, one could understand quite a lot of English, and even read a lot of simple material without problems.Vocabulary differences between social classes in the U.S.A.
James Flynn reports the remarkable differences in vocabulary exposure of pre-schoolers between different classes in the U.S.A. Apparently, pre-schoolers of professional families are typically exposed to 2,150 different words, pre-schoolers from working class families to 1,250 words, while those from households on welfare just 620.[15]See also
- Differences between American and British English (vocabulary)
- Language proficiency (Linguistic proficiency) The ability of an individual to speak or perform in an acquired language).
[edit] Footnotes
- ^ Cambridge Advanced Learners Dictionary
- ^ Barnhart, Clarence L. (1968).
- ^ The World Book Dictionary. Clarence L. Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
- ^ Miller (1989)
- ^ Lenkeit
- ^ "Vocabulary". Sebastian Wren, Ph.D. BalancedReading.com http://www.balancedreading.com/vocabulary.html
- ^ a b Stahl, Steven A. Vocabulary Development. Cambridge: Brookline Books, 1999. p. 3. "The Cognitive Foundations of Learning to Read: A Framework", Southwest Educational Development Laboratory, [1], p. 14.
- ^ E.B. Zechmeister, A.M. Chronis, W.L. Cull, C.A. D'Anna and N.A. Healy, Growth of a functionally important lexicon, Journal of Reading Behavior, 1995, 27(2), 201-212
- ^ W.N. Francis, and H. Kucera. Frequency Analysis of English Usage, Houghton Mifflin, Boston, 1982
- ^ Schonell, et al. 1956
- ^ a b c Sagarra, Nuria, & Alba, Matthew. (2006). The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish. The Modern Language Journal, 90, ii. p. 228-243.
- ^ Hadzibeganovic Tarik & Cannas, Sergio A. (2009). A Tsallis' statistics based neural network model for novel word learning. Physica A, 388, pp. 732-746.
- ^ Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
- ^ West (1953)
- ^ Flynn (2008), p. 102.
[edit] References
- Barnhart, Clarence Lewis (ed.) (1968). The World Book Dictionary. Chicago: Thorndike-Barnhart, OCLC 437494
- Flynn, James Robert (2008). Where have all the liberals gone? : race, class, and ideals in America. Cambridge University Press; 1st edition. ISBN 978-0521494311 OCLC 231580885
- Lenkeit, Roberta Edwards (2007) Introducing cultural anthropology Boston: McGraw-Hill (3rd. ed.) OCLC 64230435
- Liu, Na and I.S.P. Nation. "Factors affecting guessing vocabulary in context", RELC Journal, 1985,16 1, pp. 33–42. doi:10.1177/003368828501600103
- Miller, Barbara D. (1999). Cultural Anthropology(4th ed.) Boston: Allyn and Bacon, p.315 OCLC 39101950
- Schonell, Sir Fred Joyce, Ivor G. Meddleton and B. A. Shaw, A study of the oral vocabulary of adults : an investigation into the spoken vocabulary of the Australian worker, University of Queensland Press, Brisbane, 1956. OCLC 606593777
- West, Michael (1953). A general service list of English words, with semantic frequencies and a supplementary word-list for the writing of popular science and technology London, New York: Longman, Green OCLC 318957
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