Identifying the basic and common words used in level b english textbooks

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES - NGUYỄN HOÀNG PHÚC IDENTIFYING THE BASIC AND COMMON WORDS USED IN LEVEL B ENGLISH TEXTBOOKS A thesis in TESOL Code number: SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Supervisor: NGUYEÃN HOÀNG TUẤN, M.A HOCHIMINH CITY - 2006 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: IDENTIFYING THE BASIC AND COMMON WORDS USED IN LEVEL B ENGLISH TEXTBOOKS in terms of the statement of Requirements for Thesis in Master's Programs issued by the Higher Degree Committee Ho Chi Minh City, March 6, 2006 NGUYỄN HOÀNG PHÚC i RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN HOÀNG PHÚC, being the candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master's Theses deposited in the University Library In terms of these conditions, I agree that the original of my thesis deposited in the University library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses Ho Chi Minh City, March 6, 2006 NGUYỄN HOÀNG PHUÙC ii ABSTRACT This study is an effort to identify the basic and common words that are supposed to be included in level B English textbooks by suggesting a vocabulary threshold and the items that the learners at the intermediate level should master to be able to fulfil the language tasks required at this stage To this, a study was carried out to identify the theoretical and practical foundations, including a survey on the learners' needs and their problems concerning vocabulary through the analyses of the learner and teacher questionnaire, the results obtained from the vocabulary levels tests and the common patterns of vocabulary size, type and frequency found in four level B sample tests The study has revealed the need for a particular vocabulary syllabus , which should be based on a standardized set of vocabulary Based on the requirements stipulated by the Vietnam MOET and on the results found in the study, together with a reference to several word lists available, a recommended word list for level B English textbooks was derived The final product is a wordlist consisting of approximately 3,700 word families The items were arranged into four sub-lists ranking in order of learning priority Sub-list includes 2,015 most basic high frequency words of general service for elementary and pre-intermediate levels Sub-list includes 323 high frequency words commonly used as defining words in dictionaries Sub-list consists of 662 topic related words and sub-list has 702 academic words iii LIST OF ABBREVIATIONS AWL Academic Word List ECCE Examination for the Certificate of Competency in English EFL English as a Foreign Language EGP English for General Purpose ESL English as a Second Language ESP English for Specific Purposes FCE First Certificate in English FLC Foreign Language Center FLCs Frequency Level Checker Software 10 GSL General Service List 11 HCMC Ho Chi Minh City 12 MOET Ministry of Education and Training 13 PET Preliminary English Test 14 UTECH University of Technology 15 UWL University Word List 16 VNU Vietnam National University iv TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis .ii Abstract iii List of Abbreviations iv Table of Contents v CHAPTER – INTRODUCTION 1.1 PROBLEM IDENTIFICATION 1.2 AIMS OF THE STUDY 1.3 RATIONALE 1.4 STRUCTURE OF THE THESIS CHAPTER - LITERATURE REVIEW 2.1 DEFINITION OF TERMS 2.1.1 Level B of English in Vietnam 2.1.2 Tokens, types, lemmas and word families and text coverage 2.2 THE LEVEL B COURSES 11 2.2.1 At high school 11 2.2.2 At colleges and universities 12 2.2.3 At foreign language centers 14 2.3 IDENTIFYING THE APPROPRIATE LEXICAL SIZE FOR ESL/ EFL LEARNERS 15 v 2.3.1 The vocabulary threshold 20 2.3.2 The vocabulary size for that threshold 22 2.3.3 The number of words to teach in a limited time 25 2.3.4 Some intermediate level vocabulary thresholds for reference 26 2.4 IDENTIFYING THE WORDS TO LEARN 27 2.4.1 High Frequency Words 27 2.4.2 The General Service List of English Words 30 2.4.3 The Cambridge English Lexicon 32 2.4.4 The University Word List 33 2.4.5 The Academic Word List 34 2.4.6 The Defining Word List 36 2.4.7 The topic related words 38 CHAPTER - METHODOLOGY 40 3.1 RESEARCH QUESTIONS 40 3.2 RESEARCH DESIGN 41 3.3 THE STUDY 41 3.3.1 The subjects 42 3.3.2 The instruments 43 • The Learner Questionnaire 43 • The Teacher Questionnaire 44 • Three Vocabulary Levels Test 44 • The Frequency Level Checker Computer Program 47 • The Level B Sample Tests 49 3.3.3 The data collection procedure 51 vi CHAPTER - RESULTS, DISCUSSION & RECOMMENDATION 53 4.1 RESULTS AND DISCUSSION 53 4.1.1 The learner questionnaire 53 4.1.2 The teacher questionnaire 65 4.1.3 The Vocabulary Levels Tests 70 4.1.4 The four Level B Tests 73 4.1.5 Summary 81 4.2 RECOMMENDATIONS 82 4.2.1 The suitable size for the wordlist 82 4.2.2 The suitable order for words in levels 84 4.2.3 The format of each separated list 84 4.2.4 The final product 91 CHAPTER : CONCLUSION AND IMPLICATIONS 105 5.1 CONCLUSION 105 5.2 LIMITATIONS 110 5.3 FURTHER RESEARCH 111 APPENDICES Appendix 112 Appendix 114 Appendix 116 Appendix 118 Appendix 120 vii Appendix 122 Appendix 125 Appendix 128 REFERENCES 131 viii CHAPTER – INTRODUCTION INTRODUCTION 1.1 Problem identification The picture depicting the current situation of the teaching and learning English as a foreign language (EFL) in Vietnam is rather complicated and confusing as there is hardly any transparency and coherence in the aims and objectives, the syllabus, the textbooks and, especially, in qualifying examinations of the language teaching programs in high schools, universities, and language centers This causes a lot of difficulties to all concerned: teachers, learners, syllabus designers, materials writers, examining bodies and even recruiting officers Therefore, it is about time we had a common basis for the description of objectives, content and levels of proficiency Such a basis can be established through a detailed description of a set of standardized criteria and scales for reference which is adopted especially for the Vietnamese context To this, we have to break language competence and the process of language learning down into separate components Although this task is considered arbitrary to some extent because of the fact that language learning is continuous and individual, it is useful to segment this process into different dimensions, such as vocabulary, syntax, discourse structure, and so on This study chose vocabulary as a good place to start because of the following reasons Firstly, according to McCarthy (1997), vocabulary acquisition is an essential component of language learning and it is the largest single element in dealing with a new language It is also stated by the Council of Europe (2001) that "size, range and control of vocabulary are major parameters of language acquisition and hence for the assessment of a learner's language proficiency and for the planning of APPENDIX alter coincide deny devote relate specify _ change; _ say something is not true; _ describe clearly and exactly convert design exclude facilitate indicate survive _ keep out; _ stay alive; _ change from one thing to another bond channel estimate identify mediate minimize _ make smaller; _ guess the number or size of something; _ recognizing and naming a person or a thing explicit final negative professional rigid sole _ last; _ stiff; _ meaning 'no' or 'not' analogous objective potential predominant reluctant subsequent _ happening after; _ most important; _ not influenced by personal opinions abstract adjacent controversial global neutral supplementary _ next to; _ added to; _ concerning the whole world o0o 121 APPENDIX Department of Education & Training Ho Chi Minh City Level: Intermediate Date of Testing: Oct 9th 2005 Time allotted: 120 minutes SECTION II Choose the correct item (A, B, C, or D) that best answers the questions or best completes each of the unfinished statements about the passage Anyone who uses fire extinguishers should know a few basic facts about how to make them work This leaflet will tell you the most important things to remember if you have to put a fire out Water Extinguishers You can put most fires out with water extinguishers However, you should not use water extinguishers if the fire involves electrical equipment or if it has stated by flammable liquids such as petrol or paraffin As in all fires, make sure that the wind is behind you if you this, the smoke will blow away from you Point the jet of water at the bottom of the fire and move it slowly higher Remember that you should only use extinguishers for small fires If there is any danger of the fire spreading to anything that can explode - a gas cylinder for example - you should not try to put the fire out yourself Instead, leave the building immediately and call the fire brigade Foam Extinguishers You can use a foam extinguisher for fires caused by burning liquids such as petrol Never point the jet directly into the liquid itself, as this may splash and spread the fire Instead, try and the extinguisher up into the air so that the foam goes up and falls on top of the burning liquid Whatever the kind of fire, not stand up straight - if you can stay down, this will help you to avoid the smoke, and you may be able to get closer to the fire Get out of the burning at once if you think your escape route might be cut off by smoke or fire Carbon Dioxide Extinguishers Some fire extinguishers are filled with a gas called carbon dioxide You can use these to put out fires which have been caused either by electrical equipment or flammable liquids If the fire has been caused by electrical equipment, switch the equipment off and point the extinguisher straight at the fire If the fire has been caused by a liquid like petrol, point the extinguisher at the nearest edge of the fire and move it from side to side Remember, never stay in the building if it if dangerous to so, or if the fire grows beyond your control Make sure you are standing near an exit in case this happens 122 APPENDIX 21 Water extinguisher can be used A on the majority of small fires B unless the wind is blowing the wrong way C on fires that involve liquids like petrol D to put out fires in electrical equipment 22 According to the text, you should leave the burning building A as soon as the alarm goes off B as soon as you discover a fire C if the smoke is toward you D if there is a risk of something blowing up 23 If you use a foam extinguisher, you need to A aim at the center of the liquid that is burning B try and cover the liquid with the foam C aim at the edge of the liquid D get as close to the fire as possible 24 You should not stand up to fight a fire A if the fire involves electrical equipment B under any circumstances C because this will allow you to keep a safe distance D because extinguisher are heavy to carry 25 You should aim the gas from a carbon dioxide extinguisher A at the top of a fire involving electrical equipment B straight into a fire involving burning liquid C into the middle of a fire involving electrical equipment D so that it lands on top of the burning liquid SECTION III Choose the word or phrase (A, B, C or D) that best fits each blank space (26) _ history, man has developed sources of energy to his work (27) _ man had only the strength of his arms and the use of fire He later discovered how to use the (28) of the wind to move his sailing vessels He used the energy of water to turn his mills He (29) animals as new sources of energy They pulled plows and wagons A new (30) in the development of the use of energy came with the (31) of the steam engine Steam could be used to develop the energy used to (32) machines The discovery of 123 APPENDIX electricity created an even more important way of using energy So did the invention of the gasoline engine Man entered into a new era of the use of energy with the (33) of nuclear energy Man finds many ways to (34) energy to work For example, he changes the energy in a waterfall into electrical energy He can turn this electrical (35) into radio waves that can carry his ideas for thousands of miles He can release the energy in gasoline by burning it and using it to (36( automobiles He can use coal to turn water into steam and, (37) use the steam to (38) electrical energy The nucleus of certain atoms can produce millions of times more energy per pound of material (39) can be made (40) by chemical means 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 A A A A A A A A A A A A A A A In Primitive power bought level invention make invention showed wave start in return give that possible B B B B B B B B B B B C B B B By C Throughout Native C Ancient motion C fuel caught C hunted rate C stage discovery C production run C begin intention C application released C turned line C current power C make in fact C in reality bring C generate than C which available C usable o0o 124 D D D D D D D D D D D D D D D For Old strength tamed section construction produce expression emit flowing supply in practice invent it capable APPENDIX HCMC UNIVERSITY OF PEDAGOGY FOREIGN LANGUAGE CENTRE READING AND WRITNG TEST August 1, 2004 - Level B - Time : 90 minutes A READING I Below is an article with incomplete sentences For each numbered space you will see four corresponding words or phrases, marked A, B, C and D Choose the one word or phrase that best completes the sentence Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter you have chosen Fill in the space so that the letter inside the square cannot be seen People who are deprived (1) sleep lose energy and become quick tempered (2) two days without sleep, a person finds that lengthy concentration becomes difficult He can force himself to (3) tasks well for short periods, but he is easily (4) He makes many mistakes, especially at routine tasks, and his attention slips (5) times Every "sleepless" person experiences periods in which he (6) off for a few seconds or more He (7) completely asleep unless he is kept active continuously Persons who go without sleep for more than three days have great (8) thinking, seeing and hearing clearly They have periods of hallucinations, (9) which they see things that not really exist They also confuse daydreams with real life and (10) track of their thoughts in the middle of a sentence 10 A A A A A A A A A A out When act distracted at got passes time along lose B B B B B B B B B B about After create interested in turns falls question during slip 125 C C C C C C C C C C on Since perform turned on falls slips issue over drop D D D D D D D D D D of As hand moved over dozes sets difficulty on pass APPENDIX II Read the article below For question - 5, you are to choose one best answer, (A), (B), (C), or (D), to each question Then, on your answer sheet, find the number of the letter you have chosen Fill in the space so that the letter inside the square cannot be seen The main topic of last week's meeting was suggestion boxes All departments in the factory are to have conspicuously labeled suggestion boxes At the meeting, it was obvious that the employees' suggestions would not only save the company money, but would much to lift morale and streamline production To further this process, the suggestion box idea was adopted Forms for the suggestions are to be kept inside the box When employees fill out a form, they should clearly state which situation they are trying to improve, list all pertinent data, and then offer a solution, stating how the company would benefit Forms will then be collected each month by the department heads, who will then pass them on to the plant manager Where necessary, the plant manager will consult with the respective departments to gather any relevant data If applicable, the matter will then be passed on to the finance department for the approval A bonus will be paid to employees for any suggestions that are adopted The amount of the bonus will be commensurate with the savings to the company What is the topic of the report? (A) A meeting (B) Morale (C) Production (D) A new system Why has the company decided to use suggestion boxes? (A) To take advantage of the employees ideas (B) To minimize complaints (C) To take some of the burden off department heads (D) To appease the finance department How the employees get the suggestion slips? (A) By requesting them from department heads (B) By applying to the plant manager (C) By looking in the suggestion box itself (D) By asking the director of finance What is the plant manager supposed to do? (A) Review each suggestion with the employee 126 APPENDIX (B) (C) (D) Issue bonus checks Route all suggestions through the finance department Compile data from other areas What, specifically, should employees include in their suggestions? (A) The names of troublesome coworkers (B) The duration of the problem (C) What they would consider to be an appropriate bonus (D) A description of the point they are trying to remedy o0o 127 APPENDIX ĐỀ THI SAU ĐẠI HỌC NĂM 2003 Tuyển sinh: CAO HỌC Môn thi: ANH VĂN – TRÌNH ĐỘ B Thời gian làm bài: 120 phút PART II: READING COMPREHENSION Read the following passages and choose the best answer (A, B, C, or D) to each question Passage (Questions 51 – 55) May 7,1840 was the birthday of one of the most famous Russian composers of the nineteenth century: Peter Illich Tchaikovsky The son of a mining inspector, Tchaikovsky studied music as a child and later studied composition at the St Petersburg Conservatory His greatest period of productivity occurred between 1876 and 1890, during which time he enjoyed the patronage of Madame Von Meck, a woman he never met, who gave him a living stipend of about a year Madam later terminated her friendship with, as well as his living allowance, when she herself was facing financial difficulties It was during the time of Madam Von Meck’s patronage, however, that Tchaikovsky created the music for which he is most famous, including the music for the ballets of Swan Lake and the Sleeping Beauty Tchaikovsky’s music, well known for its rich melodic and sometimes melancholy passages, was one of the first that brought serious dramatic music to dance Before this, little attention had been given to the music behind the dance Tchaikovsky died on November 6, 1893, ostensibly of cholera, though there are now some scholars who argue that he committed suicide 51 What topic is the passage primarily concerned with? A the life and music of Tchaikovsky B the development of Tchaikovsky's music for ballet’ C Tchaikovsky's relationship wit’ Madam Von Meck D the cause of Tchaikovsky's death 52 Tcha’kovsky's father was most ’robably A a musician B a supervisor C a composer D a soldier 128 APPENDIX 53 In lines - 5, the phrase "en–oyed the patron“ge of " probably means A.“ liked the company of B was mentally attached to C solicited the advice of D was financially dependent upon 54 According to the passage, all of the following describe Madam Von Meck EXCEPT A She had economic troubles B She was generous C She was never introduced to Tchaikovsky D She enjoyed Tchaikovsky's music 55 Acc’rding to the passage, what is Tchaikovsky's music most well ’nown for? A its repetitive and monotonous tones B the ballet-like quality of the music C the richness and melodic drama of the music D its lively, capricious melodies Passage (Questions 56 - 60) Tomatoes are–probably the most popular garden vegetable grown in the Unites States This can be attributed to their unique flavor, attractiveness, richness as a source of vitamin C and A , and versatility as a food The popularity of peppers can be attributed to the same factors, although they are usually not consumed in large enough quantities to make them an important nutritional factor in the diet The cultivated tomato originated in the Andes mountains of South America It was introduced to the other areas of the world by Indians and European travelers The first report of the tomato in North America was in 1710 where it was grown primarily as an ornament plant Tomatoes began gaining wide acceptance as a food plant in the between 1820 and 1850 Peppers are also native to tropical America and were grown by American tribes in both North and South over 2,000 years ago The small red hot peppers were discovered by Columbus in the West Indies and introduced into Europe where they became popular before gaining widespread acceptance in the United States Peppers became one of the first New World foods used commercially in Europe 129 APPENDIX 56 The topic of the passage is A food discoveries of early Europeans B the nutritional value of garden vegetables C tomatoes and peppers D why tomatoes are more popular then peppers 57 According to the passage, why are peppers not an important nutritional factor in a diet? 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