[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-428225-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-428225-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","vocabulary-resources-for-material-writers-article-vocabulary-lists-and-corpora-for-esl-writers","Vocabulary Resources for Material Writers - Article - Vocabulary Lists and Corpora for ESL Writers","","Vocabulary Resources for Material Writers (1996) outlines practical word lists and language corpora useful for authors creating and refining ESL instructional vocabulary. It explains how dated sources from 1944 to the present support building accessible materials, including a freeware text-analyzing program and selected web and print references. The article also summarizes vocabulary teaching principles, emphasizing frequency-based general service words, then field-specific lists, and the roles of word-part analysis and context guessing.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/vocabulary-resources-for-material-writers-article-vocabulary-lists-and-corpora-for-esl-writers/428225/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/vocabulary-resources-for-material-writers-article-vocabulary-lists-and-corpora-for-esl-writers/428225.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the article address for ESL material writers?","Question",{"text":62,"@type":63},"It focuses on how ESL instructional materials should use simplified, appropriate vocabulary and structure so they remain accessible to lower and intermediate learners.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the article suggest writers decide which words to teach?",{"text":67,"@type":63},"Writers can compare texts with prepared word lists and choose lists tailored to learners’ needs, using general frequency where helpful and shifting toward more specific lists as frequency usefulness declines.",{"name":69,"@type":60,"acceptedAnswer":70},"What major vocabulary resources are described in the text?",{"text":71,"@type":63},"The article discusses the General Service List (GSL), the Teacher’s Word Book of 30,000 Words, and the University Word List (UWL), including how they were compiled and how they relate to vocabulary teaching.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},428225,1792207139,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ED 416672  \nAUTHOR  \nTITLE  \nPUB DATE  \nNOTE  \nPUB TYPE  \nJOURNAL CIT  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nBauman,John  \nVocabulary Resources for Material Writers.1996-10-00  \n5p.;\"From 'The Materials Writers Newsletter'of JapanAssociation of Language Teachers,October 1996.\"Reports -Descriptive(141)  \nMaterial Writers Newsletter;v4 n3 Oct 1996MF01/PC01 Plus Postage.  \n*English(Second Language);Foreign Countries;InformationSources;*Instructional Materials;Language Research;  \n*Material Development;*Reference Materials;Second LanguageInstruction;*Vocabulary*Language Corpora  \nIntended for writers of instructional materials for teachingEnglish as a Second Language(ESL),the list describes word lists andlanguage corpora that may be of use in creating,simplifying,and refiningvocabulary content in ESL materials.The sources are dated from 1944 to thepresent,and include a freeware computer program.Some limited comments aremade about the utility of the lists/corpora.A brief list of related WorldWide Web sites and six print references are provided.A resource containing adiscussion of vocabulary instruction is also noted.(MSE)  \n★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★  \n★           Reproductions supplied by EDRS are the best that can be made       **★★★★★★★★***★★★★★★★★★★****★★********★*****★*★★★★★★★★★★★★★★★★*★★  \nED 416672  \n○品31eo75  \nVocabulary Resources for Material Writers  \nFrom The Materials Writers Newsletter  \nThe Newsletter of the Materials Writers'National Special Interest Groupof the Japan Association of Language TeachersVol.IV,No.3,October 1996  \nJohn BaumanTemple University Japan  \nMaterial written for ESL students needs to use somewhat simplifiedvocabulary and structure if it is to be accessible to lower and intermediatelevel students.In terms of vocabulary,a writer can try to \"keep it simple\"while writing,but a more rigorous approach is to compare a text with a listof words prepared for this purpose.A variety of lists of words areavailable,as well as different ways to use them.In this article,I willbriefly list and describe some lists.I'll also discuss a program that willanalyze a text and give some links for further exploration of this topic onthe internet.URLs are given in the \"Web Links\"section following thisarticle.  \nTeaching and Learning Vocabulary(Nation 1990)contains a good  \ngeneral discussion of this topic.Nation doesn't hesitate to quantify the issue.His model of an ideal vocabulary teaching sequence starts with the mostfrequent 2,000 words,which he calls general service vocabulary.Everybodyneeds to know these words;they make up about 87%of an averagewritten text.After this point,general frequency becomes less useful as aguide to what words to teach.Students are better off studying a list ofwords specific to their field of interest or need,if one can be found.Forthe student aiming at English-language higher education,Nation's 800 wordUniversity Word List is appropriate.After this,the remaining vocabulary ofEnglish is of too little frequency to merit direct study.Skills such asanalyzing word parts,context guessing,etc.can be taught.  \nThe number of different words used will depend on the level of the text.Writersof material for ESL learners also have to decide which words to use,or,in alarger sense,to which population of words should they restrict themselves.Herea list becomes necessary.Many have been developed over the years.Thefollowing remain relevant.  \nThe General Service List  \nThe General Service List(GSL)(West 1953)is the specific list of 2,000words that Nation refers to when he writes about the \"first 2,000 words.\"It's based on written texts,it's old,and it's not in frequency order,thoughfrequency numbers are given.The source of the frequency information is evenearlier than the publication date,being derived from Thorndike and Lorge(1944).But the list was not compiled based on frequency alone.It was created to bean ideal vocabular","cbCaihyO23g4jiN9","https://ap.wps.com/l/cbCaihyO23g4jiN9","pdf",174621,"English","# Overview\n## Vocabulary simplification for ESL materials\n# Vocabulary teaching framework\n## General service vocabulary and frequency\n## Field-specific lists and instructional choices\n# Key vocabulary resources\n## General Service List (GSL)\n## Teacher's word book and academic word lists","[{\"question\":\"What problem does the article address for ESL material writers?\",\"answer\":\"It focuses on how ESL instructional materials should use simplified, appropriate vocabulary and structure so they remain accessible to lower and intermediate learners.\"},{\"question\":\"How does the article suggest writers decide which words to teach?\",\"answer\":\"Writers can compare texts with prepared word lists and choose lists tailored to learners’ needs, using general frequency where helpful and shifting toward more specific lists as frequency usefulness declines.\"},{\"question\":\"What major vocabulary resources are described in the text?\",\"answer\":\"The article discusses the General Service List (GSL), the Teacher’s Word Book of 30,000 Words, and the University Word List (UWL), including how they were compiled and how they relate to vocabulary teaching.\"}]","Vocabulary Resources for Material Writers - Article - Vocabulary Lists and Corpora for ESL Writers | PDF",1790646159]