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The Academic Vocabulary List, based on the Academic Word List, drawing from the Corpus of Contemporary American English (COCA), was developed by Gardner and Davies in 2013. Rather than relying on word families , like the AWL, the AVL is composed of 3000 English lemmas , and provides a broader coverage of Academic English.
An EAP program focuses instruction on skills required to perform in an English-speaking academic context across core subject areas generally encountered in a college or a university setting. [1] Programs may also include a more narrow focus on the more specific linguistic demands of a particular area of study, for example business subjects.
Passive vocabulary (also called receptive vocabulary) Vocabulary that students have heard and can understand, but do not necessarily use when they speak or write. Passive Opposite of active; the false assumption that the language skills of reading and listening do not involve students in doing anything but receiving information. Peer correction
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
A vocabulary (also known as a lexicon) is a set of words, typically the set in a language or the set known to an individual. The word vocabulary originated from the Latin vocabulum, meaning "a word, name". It forms an essential component of language and communication, helping convey thoughts, ideas, emotions, and information.
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A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real-world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index. Poems are written in different forms and the most commonly used are: rhymed verse, haikus, free verse, and narratives.
It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits. [ 15 ] This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers.
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