Pixel International Conferences

According to language acquisition theory, the critical step in the language acquisition process is to distinguish between language purpose and language content. The development of elementary English learners' listening and speaking skills is the foundation of English acquisition. However, for ESL/EFL learners, there is usually limited access to English outside of the classroom. Therefore, it is a crucial teaching word choice to help them receive useful spoken vocabulary guidance and promote the development of listening and speaking during limited classroom time.
However, no studies have yet analyzed the spoken vocabulary focus on America ESL/ Taiwan EFL beginning English learners and have linked their main characteristics. Therefore, this study explores the ESL/EFL spoken vocabulary from a corpus-based perspective and understands whether this spoken vocabulary is related to the Dolch sight word list that K-2 teachers often use to guide students. From 2018 to 2020, researchers conducted classroom observations in Taiwan and the United States, to observe the spoken language by teachers and ESL/EFL students during the English classroom interaction time. As a result, the researchers created a spoken corpus based on these observations.
ESL / EFL beginner English learners have similar choices of spoken vocabulary, even if their first language background is not the same. The characteristics of spoken vocabulary help teachers to guide students to distinguish in written vs. spoken English. Moreover, spoken vocabulary also contributes to the development of reading ability when it affects students' listening and speaking skills.

Keywords: spoken corpus, spoken vocabulary, sight words, high frequency words (HFW), English as a second language (ESL), English as a foreign language (EFL).

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