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Two corpora totaling 1,188,512 tokens are analyzed to estimate vocabulary knowledge needed for 90% and 95% word coverage. Findings show that 2,000 and 3,000 word families plus proper nouns, marginal words, transparent compounds, and acronyms reach 90% and 95% coverage, respectively, with EAL and general-audience podcasts requiring different family sizes. The results also indicate frequent encounters of learned word families and discuss pedagogical implications for podcast-based language instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-lexical-demands-of-english-as-an-additional-language-and-general-audience-podcasts-and-their-potential-for-incidental-vocabulary-learning/158300/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-lexical-demands-of-english-as-an-additional-language-and-general-audience-podcasts-and-their-potential-for-incidental-vocabulary-learning/158300.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address about podcasts and vocabulary learning?","Question",{"text":112,"@type":113},"The study examines the lexical demands of EAL and general-audience podcasts and how they can facilitate incidental vocabulary learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is vocabulary knowledge assessed in the study?",{"text":117,"@type":113},"Two podcast corpora are analyzed to determine the vocabulary knowledge required to reach 90% and 95% word coverage.",{"name":119,"@type":110,"acceptedAnswer":120},"What vocabulary sizes are needed to reach 90% and 95% coverage in podcasts?",{"text":121,"@type":113},"The results indicate that 2,000 word families reach 90% coverage, while 3,000 word families (plus proper nouns, marginal words, transparent compounds, and acronyms) reach 95% coverage; EAL and general-audience podcasts differ in the specific family sizes needed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},158300,1787998822,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","CJAL * RCLA Motamedynia & Nasrollahi Shahri 103  \nInvestigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental  \nVocabulary Learning  \nMasoud Motamedynia  \nUniversity of Tehran  \nNaseh Nasrollahi Shahri  \nSan Diego State University  \nAbstract  \nThis study investigated the lexical demands of English-as-an-additional-language (EAL) and general-audience podcasts and their potential for incidental vocabulary learning. Two corpora (i.e., one EAL and one general-audience) comprising 1,188,512 tokens were analyzed to determine the necessary vocabulary knowledge to reach 90% and 95% coverage. The results indicated that 2,000 and 3,000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) covered 90% and 95% of words in podcasts, respectively. The results also showed that EAL and general-audience podcasts required 1,000 and 2,000 words families to reach 90% coverage, respectively. Regarding 95% coverage, knowledge of 2,000 (EAL) and 3,000 (general-audience) word families was required. The results also demonstrated almost 60% of word families from the 2,000-word level were encountered 15+ times in each corpus, suggesting podcasts may hold relatively great potential for learning such words incidentally. Furthermore, our findings indicated that there was some potential for incidentally learning words from the 3,000-word level in both corpora, while general-audience podcasts may hold greater potential in this regard. Implications for using podcasts in language pedagogy are also discussed.  \nRésumé  \nCette étude a examiné les niveaux lexicaux des podcasts l'anglais comme langue additionnelle (ALA) et des podcasts audience-générale et leurs potentiels pour l'apprentissage incident du vocabulaire. Deux corpus (un corpus ALA et un corpus audiencegénérale) qui ont consisté 1 188 512 mots ont été analysés pour déterminer la connaissance du vocabulaire nécessaire pour atteindre une couverture de 90 % et 95 % . Les résultats ontrévélé que 2 000 familles de mots et 3 000 familles de mots avec noms propres, interjections, composés transparents et acronymes couvraient respectivement 90 % et 95 % des mots des podcasts. De plus, les résultats ont indiqué que les podcasts ALA et les podcasts audiencegénérale demandaient respectivement 1 000 familles de mots et 2 000 familles de mots pour atteindre une couverture de 90 % . Pour une couverture de 95 %, la connaissance de 2 000 familles de mots (ALA) et de 3 000 familles de mots (audience-générale) était requise. De plus, les résultats ont démontré que près de 60 % de 2 000 familles de mots les plus fréquentes ont été rencontrées plus de 15 fois dans chaque corpus. Ces résultats indiquent que l'écoute de podcasts peut avoir un potentiel relativement fort d'apprentissage incident detels mots. De plus, les résultats ont indiqué qu'il y avait un potentiel d'apprentissage incident de 3 000 familles de mots les plus fréquentes dans chaque corpus, tandis que les podcasts  \nCanadian Journal of Applied Linguistics: 25, 2 (2022) 103-131  \nCJAL * RCLA Motamedynia & Nasrollahi Shahri 104  \naudience-générale pourraient avoir un plus grand potentiel à cet égard. Les implications del'utilisation des podcasts dans la pédagogie des langues sont également discutées.  \nInvestigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning  \nIntroduction  \nAdvancements in information technology and easy access to the Internet have made available vast quantities of information. The rapid growth of technology has provided learners with ample opportunity to learn a language outside the classroom and at their desired pace. Podcasts are one among many technological tools that are being given more attention in additional language learning and teaching as they are an authentic source of linguistic input. Macmillan Dictionary","cbCaiaqvphuI3M5i","https://ap.wps.com/l/cbCaiaqvphuI3M5i","pdf",342621,29,"English","# Abstract\n## Research aim and corpora\n## Coverage thresholds and required vocabulary knowledge\n## Findings on incidental learning potential\n## Implications for language pedagogy","[{\"question\":\"What research question does the study address about podcasts and vocabulary learning?\",\"answer\":\"The study examines the lexical demands of EAL and general-audience podcasts and how they can facilitate incidental vocabulary learning.\"},{\"question\":\"How is vocabulary knowledge assessed in the study?\",\"answer\":\"Two podcast corpora are analyzed to determine the vocabulary knowledge required to reach 90% and 95% word coverage.\"},{\"question\":\"What vocabulary sizes are needed to reach 90% and 95% coverage in podcasts?\",\"answer\":\"The results indicate that 2,000 word families reach 90% coverage, while 3,000 word families (plus proper nouns, marginal words, transparent compounds, and acronyms) reach 95% coverage; EAL and general-audience podcasts differ in the specific family sizes needed.\"}]","Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning | PDF",73]