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The document explains how vocabulary lists can distinguish words, lemmas, and word families, recommends lexical coverage targets, and assesses how fixed high-/low-frequency ratios could affect assessment validity by creating predictability and reducing discrimination. It also outlines the interaction with grammar and thematic approaches across KS2 to A Level.",{"@graph":69,"@context":121},[70,84,104],{"@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/research-evidence-in-relation-to-a-frequency-based-approach-to-vocabulary-teaching-and-learning-executive-summary/619304/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-evidence-in-relation-to-a-frequency-based-approach-to-vocabulary-teaching-and-learning-executive-summary/619304.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the key idea of using a frequency-based approach to vocabulary teaching?","Question",{"text":111,"@type":112},"A frequency-based approach organizes vocabulary according to how often words or lexical units occur in relevant language data, then edits and refines lists to fit teachers’ and learners’ needs in the pedagogical context.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why does the document stress distinguishing words, lemmas, and word families?",{"text":116,"@type":112},"Because selecting the appropriate unit for a vocabulary list—words, lemmas, or word families—determines the usefulness of the list for teachers and learners and affects how lexical coverage is calculated for GCSE-level learning.",{"name":118,"@type":109,"acceptedAnswer":119},"How could a 90% high-frequency to 10% low-frequency ratio impact assessment validity?",{"text":120,"@type":112},"It could reduce validity by increasing problematic predictability in written exams, diminishing semantic and syntactic appropriateness of assessment materials, and limiting item writers’ ability to discriminate between learners’ differing abilities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},619304,1792462796,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Research evidence in relation to a frequency-based approach to vocabulary teaching and learning  \nAQA Research  \n21 April 2021  \nExecutive Summary  \nCurrent research into frequency-based approaches to vocabulary acquisition outline the benefits that such an approach can have for teachers and learners of additional languages. The present document upholds the strengths of a frequency-based approach to vocabulary while presenting evidence from academic literature concerning the ways in which a frequency-based approach to vocabulary could be modified to better fit the context of GCSE MFL teaching and learning.  \nThe five main points covered are:  \n1. A frequency-based approach to vocabulary could be highly useful for teachers and learners of GCSE MFL with appropriate modifications to best suit the pedagogical context. When using a frequency-based approach to create a vocabulary list, a distinction should be made between words (individual lexical items), lemmas (a group of closely related lexical items that share meaning) and word families (a group of closely related lexical items that share meaning and common derivative formations) in order to create a list which would be most useful for teachers and learners (Nation, 2017) . The recommended lexical coverage for GCSE level learners should include at least 3,000 lexemes or word families (Nation, 2017; Schmitt, 2014) and, therefore, a selection of fewer than 2,000 individually specified words (as proposed in the subject consultation documents) would be a very low amount of lexical items for use with learners who are working towards acquiring communicative abilites.  \n2. The potential benefits of a frequency-based approach to vocabulary for learning and for assessment would be significantly diminished due to the proposed 90% to 10% ratio of high-frequency to low-frequency lexical items as outlined in the consultation document. Findings from prior research into the ratios of high-frequency to low-frequency items suggests that the ratio can vary depending on the genre of spoken or written material, with some research suggesting that learner texts could feature a ratio of 80% to 20% high-to low-frequency vocabulary items at the least (Gardner, 2013; Milton, 2009; Nation, 2001; Nation, 2008; NCELP, 20211) . Using a 90:10 ratio of high-to low-frequency lexical items in assessment design could harm the validity of examinations by introducing high levels of problematic predictability in written assessments, by diminishing the semantic and syntactic appropriateness of spoken and written resources used for assessment, and by limiting item writers’ abilities to discriminate between students’ differing ability levels.  \n3. Further clarification would be useful to guide the creation of proposed vocabulary lists to function alongside outlined lists of syntactic constructions (grammar lists) , the number and content of which should be outlined and enumerated separately from the vocabulary list of lexical items. These two lists should be operationalised in order to allow for students to learn the appropriate number of lexical items specified while also serving to uphold the  \n1 The document created by NCELP (2021) that outlines the rationales behind a frequency-based approach to vocabulary that has been proposed in the consultation documents itself acknowledges the 80% high-frequency to 20% lower frequency ratio of vocabulary items that is recommended across academic literature.  \nnumber of syntactic constructions students need to learn to gain communicative ability (Gardner, 2013) .  \n4. A frequency-based approach can be combined with a thematic approach in order to make best use of extant resources that draw upon authentic materials to appeal to students’interests in alignment with pedagogical practice (Nation, 2017) . Across academic literature, research recommends that frequency-based vocabulary lists be created in consultation with the relevant teachers and learners within the pedagogical cont","cbCaiikJecnNj0iS","https://ap.wps.com/l/cbCaiikJecnNj0iS","pdf",247283,"English","# Executive Summary\n## Introduction\n## Distinction between words and word families","[{\"question\":\"What is the key idea of using a frequency-based approach to vocabulary teaching?\",\"answer\":\"A frequency-based approach organizes vocabulary according to how often words or lexical units occur in relevant language data, then edits and refines lists to fit teachers’ and learners’ needs in the pedagogical context.\"},{\"question\":\"Why does the document stress distinguishing words, lemmas, and word families?\",\"answer\":\"Because selecting the appropriate unit for a vocabulary list—words, lemmas, or word families—determines the usefulness of the list for teachers and learners and affects how lexical coverage is calculated for GCSE-level learning.\"},{\"question\":\"How could a 90% high-frequency to 10% low-frequency ratio impact assessment validity?\",\"answer\":\"It could reduce validity by increasing problematic predictability in written exams, diminishing semantic and syntactic appropriateness of assessment materials, and limiting item writers’ ability to discriminate between learners’ differing abilities.\"}]","Research Evidence in Relation to a Frequency-Based Approach to Vocabulary Teaching and Learning - Executive Summary | PDF",18]