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58-1055: This vocabulary -related article is a stub . You can help Misplaced Pages by expanding it . This India -related article is a stub . You can help Misplaced Pages by expanding it . Vocabulary 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. Vocabulary can be oral , written , or signed and can be categorized into two main types: active vocabulary (words one uses regularly) and passive vocabulary (words one recognizes but does not use often). An individual's vocabulary continually evolves through various methods, including direct instruction , independent reading , and natural language exposure, but it can also shrink due to forgetting , trauma , or disease . Furthermore, vocabulary

116-438: A child's thoughts become more reliant on their ability to self-express without relying on gestures or babbling. Once the reading and writing vocabularies start to develop, through questions and education , the child starts to discover the anomalies and irregularities of language. In first grade , a child who can read learns about twice as many words as one who cannot. Generally, this gap does not narrow later. This results in

174-422: A deeper, more positive relationship between individuals. Active listening changes the speaker's perspective. Active listening is a catalyst in one's personal growth, which enhances personality change and group development. People will more likely listen to themselves if someone else is allowing them to speak and get their message across. Active listening allows people to be present in a conversation. "Listening

232-431: A limited vocabulary for rapid language proficiency or for effective communication. These include Basic English (850 words), Special English (1,500 words), General Service List (2,000 words), and Academic Word List . Some learner's dictionaries have developed defining vocabularies which contain only most common and basic words. As a result, word definitions in such dictionaries can be understood even by learners with

290-529: A limited vocabulary. Some publishers produce dictionaries based on word frequency or thematic groups. The Swadesh list was made for investigation in linguistics . 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 of things,

348-460: A listening component. Some teaching methods, such as total physical response , involve students simply listening and responding. In "intensive listening" learners attempt to listen with maximum accuracy to a relatively brief sequence of speech; in "extensive listening" learners listen to lengthy passages for general comprehension. While intensive listening may be more effective for developing specific aspects of listening ability, extensive listening

406-514: A majority/dominant group agrees with or laughs at racial differences of a minority group member. Rather than confronting students and jeopardizing their willingness to participate in classroom discussions, the intent/effect strategy invites students to (1) consider numerous perspectives of a statement, and (2) understand that well-meant comments (intent) can be perceived as deleterious (effect) by others. Another strategy for teachers to practice rhetorical listening and improve cultural sensitivity in

464-426: A means of promoting Cross-cultural communication . Ratcliffe built her argument upon two incidents in which individuals demonstrated a tendency to refuse the cross-cultural discourses. Interpersonal listening begins by hearing a speaker producing the sound to be listened to. Semiotician Roland Barthes , characterized the distinction between listening and hearing. "Hearing is a physiological phenomenon; listening

522-522: A measure of language processing and cognitive development. It can serve as an indicator of intellectual ability or cognitive status, with vocabulary tests often forming part of intelligence and neuropsychological assessments . Word has a variety of meanings, and our understand of ideas such as vocabulary size differ depending on the definition used. The most common definition equates words with lemmas (the inflected or dictionary form; this includes walk , but not walks, walked or walking ). Most of

580-405: A mental image, or when discriminating between false friends, 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 and Cannas, 2009). One way of learning vocabulary is to use mnemonic devices or to create associations between words, this

638-803: A person may choose to assume in relation to any person, text, or culture.” As an outcome of this openness, Ratcliffe claimed that rhetorical listening cultivates conscious willingness in people, thereby fostering effective communication, particularly in cross-cultural settings. Steven Pedersen highlights the negative impact on communication of stereotypes and prejudices, which cause dis-identification . Conversely, rhetorical listening promotes cross-cultural understanding and allows students and teachers to disrupt reciprocal resistance . Rhetorical listening requires an attentive consideration of individuals' intentions to seek understanding, which surpasses mere passive listening. Stenberg cautioned against interpretative limitations that may arise from such intentions. Within

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696-424: A person's "final vocabulary". Those words are as far as he can go with language; beyond them is only helpless passivity or a resort to force. ( Contingency, Irony, and Solidarity p. 73) During its infancy, a child instinctively builds a vocabulary. Infants imitate words that they hear and then associate those words with objects and actions. This is the listening vocabulary . The speaking vocabulary follows, as

754-456: A response, or having a closed mind . Listening is also linked to memory . According to one study, when there were background noises during a speech, listeners were better able to recall the information in the speech when hearing those noises again. For example, when a person reads or does something else while listening to music, he or she can recall what that was when hearing the music again later. Listening can also function rhetorically as

812-403: A technique for creative interpretation, originating from a space within language where listeners can assert their influence. This approach utilizes listening as a tool to gain insight into the perspectives and voices of others, promoting interpretation, reflection, and the creation of fresh significance. To this end, Ratcliffe asserted that rhetorical listening embodies an “stance of openness that

870-702: A wide range of vocabulary by age five or six, when an English-speaking child will have learned about 1500 words. Vocabulary grows throughout one's life. Between the ages of 20 and 60, people learn about 6,000 more lemmas, or one every other day. An average 20-year-old knows 42,000 lemmas coming from 11,100 word families. People expand their vocabularies by e.g. reading, playing word games , and participating in vocabulary-related programs. Exposure to traditional print media teaches correct spelling and vocabulary, while exposure to text messaging leads to more relaxed word acceptability constraints. Estimating average vocabulary size poses various difficulties and limitations due to

928-436: 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 word knowledge have been proposed to better operationalise this concept. One such framework includes nine facets: Listed in order of most ample to most limited: A person's reading vocabulary is all the words recognized when reading. This class of vocabulary

986-579: A writer may prefer one synonym over another, and they will be unlikely to use technical vocabulary relating to a subject in which they have no interest or knowledge. The American philosopher Richard Rorty characterized a person's "final vocabulary" as follows: All human beings carry about a set of words which they employ to justify their actions, their beliefs, and their lives. These are the words in which we formulate praise of our friends and contempt for our enemies, our long-term projects, our deepest self-doubts and our highest hopes... I shall call these words

1044-448: Is a key factor in cultivating relationships because the more we understand the other person, the more connection we create, as taught in nonviolent-communication Dharma teachings. As someone recently stated, 'We should listen harder than we speak.'" Along with speaking , reading , and writing , listening is one of the "four skills" of language learning . All language-teaching approaches, except for grammar translation , incorporate

1102-423: Is a psychological act." People are always hearing, most of the time subconsciously. Listening is done by choice. It is the interpretative action taken by someone in order to understand, and potentially make sense of, something they hear. Listening differs from obeying . A person who receives and understands information or an instruction, and then chooses not to comply with it or not to agree to it, has listened to

1160-401: Is a significant focus of study across various disciplines, like linguistics , education , psychology , and artificial intelligence . Vocabulary is not limited to single words; it also encompasses multi-word units known as collocations , idioms , and other types of phraseology. Acquiring an adequate vocabulary is one of the largest challenges in learning a second language . A vocabulary is

1218-441: Is an established method for memorization, particularly used for vocabulary acquisition in computer-assisted language learning . 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

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1276-427: Is being said and attempting to understand it. It can be described in many ways. Active listening requires that the listener be attentive, nonjudgmental, and non-interrupting. An active listener analyzes what the speaker is saying for its implicature or subtext as well as for meanings contained explicitly in the verbal communication. An active listener looks for nonverbal messages from the speaker in order to comprehend

1334-494: Is frequently the case, it is not always true. When faced with a false friend , 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 friends. 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

1392-440: Is generally a subset of the listening vocabulary. Due to the spontaneous nature of speech, words are often misused slightly and unintentionally, but facial expressions and tone of voice can compensate for this misuse. The written word appears in registers as different as formal essays and social media feeds. While many written words rarely appear in speech, a person's written vocabulary is generally limited by preference and context:

1450-427: Is generally the most ample, as new words are more commonly encountered when reading than when listening. A person's listening vocabulary comprises the words recognized when listening to speech. Cues such as the speaker's tone and gestures, the topic of discussion, and the conversation's social context may convey the meaning of an unfamiliar word. A person's speaking vocabulary comprises the words used in speech and

1508-487: Is heard. In a study, involving 93 participants, investigating the relationship between second-language listening and a range of tasks, it was discovered that listening anxiety was a major obstacle to developing speed and explicitness in second-language listening tasks. Additional research explored whether listening anxiety and comprehension are related, and as the investigators expected they were negatively correlated. Krista Ratcliffe contended that much literacy teaching in

1566-532: Is known as the "keyword method" (Sagarra and Alba, 2006). It also takes a long time to implement — and takes a long time to recollect — but because it makes a few new strange ideas connect it may help in learning. Also it presumably does not conflict with Paivio's dual coding system because it uses visual and verbal mental faculties. However, this is still best used for words that represent concrete things, as abstract concepts are more difficult to remember. Several word lists have been developed to provide people with

1624-615: Is more effective in building fluency and maintaining learner motivation . People are usually not conscious of how they listen in their first, or native, language unless they encounter difficulty. A research project focused on facilitating language learning found that L2 (second language) learners, in the process of listening, make conscious use of whatever strategies they unconsciously use in their first language, such as inferring, selective attention, or evaluation. Factors activated in speech perception include phonetic quality, prosodic patterns, pausing, and speed of input. These all influence

1682-418: Is one of the first steps in learning a second language, but a learner never finishes vocabulary acquisition. Whether in one's native language or a second language, the acquisition of new vocabulary is an ongoing process. There are many techniques that help one acquire new vocabulary. Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in

1740-454: Is one superior member in the conversation who does not need to listen as closely; 3) Western culture prefers to depend on sight, not sound, as its primary interpretative trope. Ratcliffe encouraged language scholars to adopt listening as a novel strategy for deriving meaning and comprehending discourses related to gender and race. The primary objective was to facilitate cross-cultural conversations. Ratcliffe defined rhetorical listening as

1798-417: Is usually the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, they may be able to follow simple commands and appear to understand a good portion of the language to which they are exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words, but their active vocabulary is zero. When that child learns to speak or sign, however,

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1856-576: 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 with relevant specialised knowledge can also display elaborate and precise vocabularies for snow and cattle when

1914-536: The motivation to listen to others; cognitive processes include attending to , understanding , receiving, and interpreting content and relational messages; and behavioral processes include responding to others with verbal and nonverbal feedback. Interpersonal listening is a skill for resolving problems . Poor interpersonal listening can lead to misinterpretations, thus causing conflict or dispute. Poor listening can be exhibited by excessive interruptions , inattention, hearing what you want to hear , mentally composing

1972-449: The 3000 most frequent English word families or the 5000 most frequent words provides 95% vocabulary coverage of spoken discourse. For minimal reading comprehension a threshold of 3,000 word families (5,000 lexical items) was suggested and for reading for pleasure 5,000 word families (8,000 lexical items) are required. An "optimal" threshold of 8,000 word families yields the coverage of 98% (including proper nouns). Learning vocabulary

2030-404: The U.S. emphasizes classical Western rhetorical theory that foregrounds speaking and writing but ignores listening. These theories mainly focus on how the rhetor's speech can persuade the audience. The goal of classical rhetoric studies was to address what the audience should listen for, rather than how they listen. Shari Stenberg extended this perspective to explicate the absence of listening in

2088-446: The academe. Western teaching methods maintained the inherited rhetorical Greek noun logos , which means reasoning and logic, while ignoring its verb legein that refers to speaking as well as, in etymological term, to lay down , to listen . Listening may occur within two different stances: the divided logos and the restored logos. These differ in how they (re)shape the functions and outcomes of listening. The hearer listens in

2146-440: The child's active vocabulary begins to increase. It is also possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. Productive vocabulary, therefore, generally refers to words that can be produced within an appropriate context and match

2204-405: The classroom is by applying practices from Deaf Studies . This kind of listening pedagogy requires students (1) to be attentive and reduce distracting noises; (2) share their story, including their cultural background, so that classmates can be familiar with their perspective; (3) engage in “critical dialogue” in order to understand others; and (4) pay attention to their classmates’ body language and

2262-463: The classroom. A further reason why students choose silence is because they were taught to be silent, especially at the secondary school level in some cultures, e.g. Puerto Rico. Cools suggests asking students in writing why they are (not) silent in their classes, "how [they] interpret other students' silences [...] and what a professor should infer from [students'] silence." Students have told her that silence can be beneficial as it shows their focus on

2320-405: The complete set of symbols and signs in a sign system or a text, extending the definition beyond purely verbal communication to encompass other forms of symbolic communication. Vocabulary acquisition is a central aspect of language education, as it directly impacts reading comprehension, expressive and receptive language skills, and academic achievement. Vocabulary is examined in psychology as

2378-447: The comprehensibility of listening input. A common store of semantic information (single) in memory is used in both first- and second-language speech comprehension, but research has found separate stores of phonological information (dual) for speech. Semantic knowledge required for language understanding (scripts and schemata related to real-world people, places, and actions) is accessed through phonological tagging of whatever language

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2436-529: The definition used. The first major change distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called achieve or active) or receptive (also called receive or passive); even within those opposing categories, there is often 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). A person's receptive vocabulary

2494-574: The different definitions and methods employed such as what is the word, what is to know a word, what sample dictionaries were used, how tests were conducted, and so on. Native speakers' vocabularies also vary widely within a language, and are dependent on the level of the speaker's education. As a result, estimates vary from 10,000 to 17,000 word families or 17,000-42,000 dictionary words for young adult native speakers of English. A 2016 study shows that 20-year-old English native speakers recognize on average 42,000 lemmas , ranging from 27,100 for

2552-446: The divided logos while simultaneously producing their responses to the speaker. Whereas within the restored logos, the listener exploits the listening time to live in someone's else experiences , then reflect on, and make meanings, to offer a response. An example of divided logos was Aristotle 's theory. Despite its concern with teaching students the oral discourse that mandates listening to produce and analyze enthymemes , listening

2610-427: The framework of rhetorical listening, the term "understanding" metaphorically transforms into "standing under"—encompassing a comprehensive view of various perspectives. This vantage point allows for the (re)conceptualization of one's own ideas and ethics. Instead of merely accumulating others' ideas, people cultivate these ideas, thereby enhancing their language skills and evolving their perspectives, ultimately paving

2668-426: The full meaning of what is being said. Active listening has many benefits. It is more effective listening. It also strengthens one's leadership skills. Active listening is an exchange between two or more individuals. If they are active listeners, the quality of the conversation will be better and clearer. Active listeners connect with each other on a deeper level in their conversations. Active listening can create

2726-416: 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 that has been used correctly or accurately reflects the intended message; but it does reflect a minimal amount of productive knowledge. Within

2784-645: The lowest 5% of the population to 51,700 lemmas for the highest 5%. These lemmas come from 6,100 word families in the lowest 5% of the population and 14,900 word families in the highest 5%. 60-year-olds know on average 6,000 lemmas more. According to another, earlier 1995 study junior-high students would be able to recognize the meanings of about 10,000–12,000 words, whereas for college students this number grows up to about 12,000–17,000 and for elderly adults up to about 17,000 or more. For native speakers of German, average absolute vocabulary sizes range from 5,900 lemmas in first grade to 73,000 for adults. The knowledge of

2842-574: The messages it sends. Rhetorical listening in the classroom can also be used to shed more light onto why students are silent. Janice Cools discusses several reasons for silence in the ESL / ELL composition classroom, such as students holding back their wisdom on purpose to avoid being harassed by peers and instructors for giving a wrong answer. The fear and doubt that can result from this type of response might lead to feelings of incompetence and discomfort in an individual and cause them to continue in silence in

2900-497: The need arises. Listening Listening is the act of paying attention to sounds . It includes listening to the sounds of nature , listening to music , and perhaps most importantly, interpersonal listening , i.e. listening to other human beings. When listening to another person, one hears what they are saying and tries to understand what it means. Interpersonal listening involves complex affective , cognitive , and behavioral processes. Affective processes include

2958-457: The receptive–productive distinction lies a range of abilities that 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: 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

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3016-461: 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 and Alba, 2006), it does typically require a large amount of repetition, and spaced repetition with flashcards

3074-578: The set of words in a given language that an individual knows and uses. In the context of linguistics , a vocabulary may refer more broadly to any set of words. Types of vocabularies have been further defined: a lexis is a vocabulary comprising all words used in a language or other linguistic context or in a person's lexical repertoire. An individual person's vocabulary includes an passive vocabulary of words they can recognize or understand, as well as an active vocabulary of words they regularly use in speech and writing. In semiotics , vocabulary refers to

3132-474: The sound is produced and how it affects the listener. All three levels of listening function within the same plane , and sometimes all at once. The second and third levels overlap and intertwine, in that obtaining, understanding, and deriving meaning are part of the same process. In this way anyone, on hearing a doorknob turn (obtaining), can almost automatically assume that someone is at the door (deriving meaning). Active listening involves listening to what

3190-562: The speaker, even though the result is not what the speaker wanted. Listening may be considered as a simple and isolated process, but it would be more precise to perceive it as a complex and systematic process. It involves the perception of sounds made by the speaker, of intonation patterns that focus on the information, and of the relevance of the topic under discussion. People listen for 45 percent of their time when they communicate. According to Barthes, listening can be understood on three levels: alerting, deciphering, and understanding how

3248-451: The time lemmas do not include proper nouns (names of people, places, companies, etc.). Another definition often used in research of vocabulary size is that of word family . These are all the words that can be derived from a ground word (e.g., the words effortless, effortlessly, effortful, effortfully are all part of the word family effort ). Estimates of vocabulary size range from as high as 200 thousand to as low as 10 thousand, depending on

3306-568: The way for new responses . Based on Krista Ratcliffe's work on rhetorical listening, Meagan Rodgers developed the intent/effect tactic as one way for students to practice rhetorical listening in the English composition classroom. The application of this tool is meant to disrupt racially discriminatory stereotypes and utterances. Rodgers found in her classroom-based research that even if a person does not perceive themselves to be racist, racism or racial stereotypes are subconsciously perpetuated when

3364-474: Was displaced and diminished. The attention given to speaking without listening "perpetuates a homogenized mode of speech based on competition rather than dialogue." Ratcliffe attributed this listening neglect to Western cultural biases that are represented as: 1) speaking is gendered as masculine while listening as feminine; 2) Listening is subjugated to ethnicity: white people speak while people of color listen; in other words, in cross-cultural relationships, there

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