A Frequency Dictionary of French (2009)

37

6

Family

44

7

Materials

51

8

Time

58

9

Sports

65

10

Natural features and plants

72

11

Weather

79

12

Professions

86

13

Creating nouns – 1

93

14

Relationships

100

15

Nouns – differences across registers

107

16

Colors

114

17

Opposites

121

18

Nationalities

128

19

Creating nouns – 2

135

20

Emotions

142

21

Adjectives – differences across registers

149

22

Verbs of movement

156

23

Verbs of communication

163

24

Use of the pronoun “se”

170

25

Verbs – differences across registers

178

26

Adverbs – differences across registers

186

27

Word length

195

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Series preface

There is a growing consensus that frequency information has a role to play in language learning.

Data derived from corpora allows the frequency of individual words and phrases in a language to be determined. That information may then be incorporated into language learning. In this series, the frequency of words in large corpora is presented to learners to allow them to use frequency as a guide in their learning. In providing such a resource, we are both bringing students closer to real language (as opposed to textbook language, which often distorts the frequencies of features in a language, see Ljung 1990) and providing the possibility for students to use frequency as a guide for vocabulary learning. In addition we are providing information on differences between frequencies in spoken and written language as well as, from time to time, frequencies specific to certain genres.

Why should one do this? Nation (1990) has shown that the 4,000–5,000 most frequent words account for up to 95 per cent of a written text and the 1,000 most frequent words account for 85 per cent of speech. While Nation’s results were for English, they do at least present the possibility that, by allowing frequency to be a general guide to vocabulary learning, one task facing learners – to acquire a lexicon which will serve them well on most occasions most of the time – could be achieved quite easily. While frequency alone may never act as the sole guide for a learner, it is nonetheless a very good guide, and one which may produce rapid results. In short, it seems rational to prioritize learning the words one is likely to hear and use most often. That is the philosophy behind this series of dictionaries.

The information in these dictionaries is presented in a number of formats to allow users to access the data in different ways. So, for example, if you would prefer not to simply drill down through the word frequency list, but would rather focus on verbs, the part of speech index will allow you to focus on just the most frequent verbs. Given that verbs typically account for 20 per cent of all words in a language, this may be a good strategy. Also, a focus on function words may be equally rewarding – 60 per cent of speech in English is composed of a mere 50 function words.

We also hope that the series provides information of use to the language teacher. The idea that frequency information may have a role to play in syllabus design is not new (see, for example, Sinclair and Renouf 1988). However, to date it has been difficult for those teaching languages other than English to use frequency information in syllabus design because of a lack of data. While English has long been well provided with such data, there has been a relative paucity of such material for other languages. This series aims to provide such information so that the benefits of the use of frequency information in syllabus design can be explored for languages other than English.

We are not claiming, of course, that frequency information should be used slavishly. It would be a pity if teachers and students failed to notice important generalizations across the lexis presented in these dictionaries. So, for example, where one pronoun is more frequent than another, it would be problematic if a student felt they had learned all pronouns when

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they had learned only the most frequent pronoun. Our response to such issues in this series is to provide indexes to the data from a number of perspectives. So, for example, a student working down the frequency list who encounters a pronoun can switch to the part of speech list to see what other pronouns there are in the dictionary and what their frequencies are. In short, by using the lists in combination a student or teacher should be able to focus on specific words and groups of words.

Such a use of the data presented here is to be encouraged.

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Tony McEnery and Paul Rayson Lancaster, 2005

References

Ljung, M. (1990)A Study of TEFL Vocabulary. Stockholm: Almqvist & Wiksell International.

Nation, I.S.P. (1990)Teaching and Learning Vocabulary. Boston: Heinle and Heinle.

Sinclair, J.M. and Renouf, A. (1988) “A Lexical Syllabus for Language Learning”. In R. Carter and M. McCarthy (eds) Vocabulary and Language Teaching London: Longman, pp. 140–158.

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Acknowledgments

We are first and foremost grateful to Mark Davies for proposing that we undertake this work, and for his occasional guidance and suggestions throughout its duration. This work also would not have been possible without the help of our able and hard-working student research assistants at Brigham Young University: Fritz Abélard, Amy Berglund, Katharine Chamberlin, and Ben Sparks.

The first author would like to thank his French instructors throughout his formative years, particularly France Levasseur-Ouimet and Gérard Guénette. He also acknowledges the inspiring influence of past colleagues in translation and lexicography including Greg Garner, Benoît Thouin, Brian Harris, Robert Good, Alain Danik, and Claude Bédard. He dedicates this book to his parents, to his wonderfully supportive wife Daniela, and to Walter H. Speidel whose own pioneering work in corpus-based computerized lexicography stands as an example for all of us who work in this field.