A Model For Word List Compiling In ELT Syllabuses

Vocabulary, after decades of neglect, has now been recognized as central to foreign language acquisition process since the late 1980s. In English language teaching (hereafter ELT) syllabuses, lexis occupies a significant position, and word lists play a quite important role. Word lists in ELT syllabuses set vocabulary requirements for English language learners and are one of the main sources for teaching material construction, English language teaching and testing. In ELT syllabuses in China, word lists are important and authoritative as they are a part of curriculum requirements. However, two major problems exist in word list compilation. On the one hand, there are few theoretical studies on word list compilation. On the other hand, the situation of word lists in ELT syllabuses is discouraging. The present word lists in ELT syllabuses, ranging from basic to higher education, from TEM to CET, mutually overlap or conflict with each other and show little association with each other. Such a situation impedes the streamline ELT system in China. Therefore, study on word list compiling is necessary and significant. The present study is undertaken to set criteria for word list compiling in ELT syllabuses for basic and higher education in China. It is expected to provide scientific and systematic criteria for the reference of word list compiling.On the basis of researches on vocabulary and word lists at home and abroad, the present study puts forward a model for word list compiling in ELT syllabuses. The model consists of four parts: vocabulary size requirement, word selection, word content and word list presentation. Criteria for each part are set scientifically and systematically.Firstly, vocabulary size requirement is suggested to be made on the basis of the following five aspects: the amount of words in English, the amount of words native speakers know, vocabulary size EFL learners need to know to do the things, vocabulary size requirements for EFL learners at home and abroad, and Chinese students' present vocabulary size.Secondly, as for word selection, objective and subjective criteria are suggested to be taken into consideration. Seven objective criteria—frequency, range, coverage, availability, learning burden, opportunism, and centres of interest—need to be considered. Subjective criteria refer to experienced teachers' and experts' judgments on the basis of their teaching experience and intuition. Thirdly, word content is suggested to include word form, meaning and use. Word form contains spoken form, written form and word parts. Word meaning includes: the way to define a word, the language used in word definition, and the way to deal with multi-meaning words. Word use consists of grammatical functions and collocations.Finally, word list presentation is suggested to contain a preface, a main list and an appendix list. A preface should include the purpose, potential users, development of the main list, the structure, and sign explanation. With regard to a main list, the term 'word' is first needed to be defined clearly and vocabulary is to be arranged in alphabetic order. There should be consistent criteria to deal with derivatives, homonyms, abbreviations and so on. Words should not be overlapped in ELT syllabuses for different levels and additional meanings required are suggested to be added. An appendix list is suggested to consist of rich appendices.Based on the model, present word lists in ELT syllabuses in China are evaluated and a sample word list for basic education is compiled. The application of the model proves that the model for word list compiling in ELT syllabuses is feasible, systematic and scientific.The present research is expected to make the following contributions: 1) Bring forward a model for word list compiling in ELT syllabuses; 2) Apply the present model to word list evaluation and word list compilation; 3) Promote attempts to combine theoretical and practical studies in word list compiling.