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Learners also need transparency about what to learn to support responsibility for their own study. The text outlines practical testing approaches for high-frequency words and describes subsequent attention to academic, technical, mid-frequency, and low-frequency word ranges, including how these interact with listening, reading, speaking, and writing tasks. It also introduces the four strands: meaning-focused input and output, language-focused learning, and fluency development.",{"@graph":69,"@context":123},[70,84,106],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/planning-for-vocabulary-in-language-programmes/423253/",{"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/planning-for-vocabulary-in-language-programmes/423253.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why is choosing which vocabulary to focus on the most important decision in planning a vocabulary programme?","Question",{"text":113,"@type":114},"Different vocabulary ranges require different kinds of teaching treatment for different learner levels. Learners also need to know what to learn to take responsibility, and suitable material must be selected for listening, speaking, reading, and writing activities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How can teachers assess learners’ knowledge of high frequency words?",{"text":118,"@type":114},"Because high frequency words are a relatively small set, teachers can use a short test. A bilingual matching test is suggested, where learners match first-language translations with second-language words.",{"name":120,"@type":111,"acceptedAnswer":121},"What are the four strands of a well-balanced language course?",{"text":122,"@type":114},"The course spends about one quarter of total time on each strand: meaning-focused input, meaning-focused output, language-focused learning, and fluency development.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},423253,1791371408,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"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":144,"read_time":145,"preview_page_count":4},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","PLANNING FOR VOCABULARY IN LANGUAGE PROGRAMMES 43  \nWhat vocabulary should a teacher focus on?  \nThe most important decision when planning a vocabulary programme is determining what vocabulary to focus on. This decision is important because:  \n1 different levels of vocabulary require different kinds of treatment by the teacher  \n2 learners need to be aware of what vocabulary to learn so that they can take some responsibility for their own learning  \n3 appropriate material can be chosen for listening, speaking, reading, and writing activities.  \n* High frequency words  \nThe high frequency words of the language are an essential foundation of all vocabulary knowledge and language use. Because these words are, relatively speaking, a rather small group of around 3000 word families, it is reasonably easy to test learners to see how well they know these high frequency words. The first choice of a test for these words would be a bilingual test where the learners have to match first language translations with the second language words. This kind of test is easy to do, does not make the learners deal with complicated second language definitions, and can be sat in a short time. Here is a sample item for learners whose first language is Chinese.  \n1 kill  \n2 reply   前进  \n3 advance   回答  \n4 appoint   杀死  \n5 divide  \n6 receive  \nBilingual 1000- and 2000-level tests are available at [http://www](http://www).  \n44 CHAPTER THREE  \n[victoria.ac.nz/lals/staff/paul-nation.aspx. If](victoria.ac.nz/lals/staff/paul-nation.aspx. If) the learners are from a variety of language backgrounds, then a monolingual test can be used, for example, the Updated Vocabulary Levels Test (Webb, Sasao & Ballance 2017) . An electronic version is available at ([https://vuw.qualtrics.com/jfe/form/SV_6Wrb5aUvXjIAs6h?Q_](https://vuw.qualtrics.com/jfe/form/SV_6Wrb5aUvXjIAs6h?Q_)JFE=qdg) .  \n* Academic words  \nIf learners score well on the 2000 level of the Updated Vocabulary Levels Test and they have to study through the medium of English, then the next vocabulary to consider is the Academic Word List. This list is relevant to learners at secondary schools and universities. This vocabulary makes up around 10% of the running words in academic texts, meaning that on average thereis one word from the 570-word Academic Word List in every line of an academic text. The New Vocabulary Levels Test (McLean & Kramer 2015) has an academic word list section.  \n* Technical words  \nEach subject area, like mathematics, general science, history and accounting, has its own technical vocabulary. Testing knowledge of the words is not straightforward because testing knowledge of these words is like testing knowledge of the subject. Probably the best way to assess knowledge of technical vocabulary is to get the learners to do tasks on subject content or to choose technical words for direct testing.  \n* Mid-frequency words  \nIn some subject areas many of the technical words are also midfrequency words. However, there are 6000 mid-frequency words and learners need to keep learning them in roughly the order of their frequency. There are lists of the headwords of the first 10,000  \nPLANNING FOR VOCABULARY IN LANGUAGE PROGRAMMES 45  \nwords of English in groups of 1000 on Paul Nation’s website. The mid-frequency words are those in the fourth to ninth 1000 words inclusive. If learners know the high frequency and academic words, it is useful to have some idea how much mid-frequency vocabulary they know. This is because learners need at least a 5000-word to 6000-word vocabulary to deal with unsimplified or uncontrolled text and, for graduate study at university, probably a 9000-word to 10,000-word vocabulary. The Updated Vocabulary Levels Test includes the 4th 1000 and the 5th 1000 levels, which are the first two lists in the mid-frequency words. The Vocabulary Size Test measures an advanced learner’s vocabulary size, and can be used with learners who already know a lot of words.  \n* Low frequency word","cbCaijd4fh5XjHr4","https://ap.wps.com/l/cbCaijd4fh5XjHr4","pdf",277084,"English","# What vocabulary should a teacher focus on?\n## High frequency words\n## Academic words\n## Technical words\n## Mid-frequency words\n## Low frequency words\n# The four strands\n## Meaning-focused input","[{\"question\":\"Why is choosing which vocabulary to focus on the most important decision in planning a vocabulary programme?\",\"answer\":\"Different vocabulary ranges require different kinds of teaching treatment for different learner levels. Learners also need to know what to learn to take responsibility, and suitable material must be selected for listening, speaking, reading, and writing activities.\"},{\"question\":\"How can teachers assess learners’ knowledge of high frequency words?\",\"answer\":\"Because high frequency words are a relatively small set, teachers can use a short test. A bilingual matching test is suggested, where learners match first-language translations with second-language words.\"},{\"question\":\"What are the four strands of a well-balanced language course?\",\"answer\":\"The course spends about one quarter of total time on each strand: meaning-focused input, meaning-focused output, language-focused learning, and fluency development.\"}]","Planning for Vocabulary in Language Programmes | PDF",1790630599,25]