TED Talks中的學術口語詞彙:對英語聽力教學之意涵

Chen Yu Liu*, Howard Hao Jan Chen

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

Although TED talks are commonly used as supplementary listening materials in English classrooms, whether they are suitable materials for academic listening is still arguable. This study thus employs the Academic Spoken Word List (ASWL) and the British National Corpus and Corpus of Contemporary American English (BNC/COCA) lists to analyze TED talks’ vocabulary profiles in a corpus consisting of transcripts of 2085 such talks from six main topics. The analysis reveals high coverage of the ASWL over TED talks at approximately 90%. The coverage figure is similar to that of the ASWL over academic speech, suggesting that TED talks should be suitable materials for academic listening. Learners are also likely to learn high-frequency academic spoken vocabulary from such talks. This study also discovers that learners can reach the same coverage of TED talks by studying either the 1741 word families in the ASWL or the first 2000 word families in the BNC/COCA lists. The learning load is lower for learners to study the ASWL, thus making it a more suitable vocabulary support for comprehending TED talks. Based on the findings, this study provides several useful suggestions regarding how TED talks can be used in EAP courses.

貢獻的翻譯標題Academic Spoken Vocabulary in TED Talks: Implications for Academic Listening
原文繁體中文
頁(從 - 到)353-368
頁數16
期刊English Teaching and Learning
43
發行號4
DOIs
出版狀態已發佈 - 2019 十二月 1

Keywords

  • Academic listening
  • Academic spoken vocabulary
  • Lexical coverage
  • TED talks
  • Vocabulary profile

ASJC Scopus subject areas

  • 教育
  • 語言和語言學

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