Language is dynamic and keeps changing due to the influence of a number of factors, including global pandemics. COVID-19, commonly known as Coronavirus, has affected not only people’s health around the world but also their vocabulary. Focusing on the English language, one can see that many Corona-related medical words have entered the daily vocabulary of its speakers, and interestingly, many languages have been using those words to broadcast the news about the disease. The outbreak has also spawned new words, corona coinages, and new uses of old words in the language. This article intends to raise EFL/ESL teachers’ awareness of the word-formation processes evident in the new COVID-19 vocabulary and to teach learners how words are created. Continue Reading →
*For all footnotes, refer to the PDF version of the article.
Vocabulary is the heavy lifting in learning a language. With grammar, little meaning can be conveyed. With vocabulary, anything can, in a pinch, be conveyed. Yet vocabulary has traditionally been neglected: In part for theoretical reasons; in greater part because the obvious process to learn it, item-based memorization, has seemed so tiresome and time-consuming. The process can be automated with free tools available on the web. It can be handled outside of class time, efficiently and with a minimum of dull repetition. Learning vocabulary can be easy and fun.
Vocabulary is the heavy lifting in language learning. It is most of what must be learned, Continue Reading →
Lexical Bundles (LBs) —defined by Wood (2015) as “combinations of three or more words which are identified in a corpus of natural language” (p. 45) —play a key role in the comprehension and construction of academic language (Biber & Barbieri, 2007). Despite their importance, LBs are weakly presented in second language (L2) materials (Wood & Appel, 2014). Studies show that L2 learners may misuse LBs in their production (Pérez-Llantada, 2014). With the aim of informing L2 pedagogy in the university context, this corpus study uses WordSmith Tools 6.0 (Scott, 2007) to identify 59 items that represent the most frequently occurring LBs in eight Computer Science introductory textbooks. Utilizing the functional taxonomy, suggested in Biber et al. (2004), Continue Reading →