對於許多英語作為第二語言(ESL)和英語作為外語(EFL)的學習者來說，口語字彙量不足可能影響英語理解能力和口語表達。由於學習者在課堂內的學習時間或在課堂外使用英語的機會有限，因此通過教授適當的詞彙來有效地培養其聽說能力至關重要。然而，很少有研究分析初階EFL和ESL學習者的口語字彙。為彌補此一差距，本文研究者進行了三項研究。

基於語料庫語言學研究，研究 1 收集並比較了臺灣一所小學三年級EFL課堂的口語數據。由學習者用於課堂參與和英語教師們用於教學的口語高頻字彙(HFW)創建小型的口語語料庫，以供師生區辨書面和口語詞彙之異同。研究 2 檢查美國一所學校一年級在線 ESL 課堂的口語高頻詞，研究結果為不同級別的 ESL 學習者提供了口語高頻字彙表。為了實現面對面與網路課堂中有效的語言教學，教師可將此列表納入教學計畫，以提高英語學習者之理解、參與和口語技能。研究 3 使用定量統計來識別從 19個一年級和二年級的美國教室收集的口語數據。研究者使用當代美國英語語料庫(COCA)以及英國國家語料庫(BNC)的口語語料，驗證從EFL和ESL教室所獲得的單字列表，創建適合英語初階學習者與英語教學相關的口語單字列表。

本文介紹了三項研究的相關理論、教學和方法論貢獻，旨在幫助師生有效提高來自不同背景的EFL和ESL學習者的口語字彙發展。眾多不同的參與者、學習語境和深入的數據分析，提高此口語單字列表之有效性，期可助教師和學習者設定更好的學習目標。

For many English as a Second Language (ESL) and English as a Foreign Language (EFL) learners, insufficient spoken vocabulary causes poor comprehension and speaking skills. As students have limited classroom time or limited English use outside the classroom, cultivating their listening and speaking abilities effectively by teaching the appropriate vocabulary is essential. However, few studies have analyzed young EFL/ESL learners’ spoken vocabulary. To address this gap, three studies were conducted.

Based on corpus linguistics research, Study 1 collected and compared the spoken language data of third-grade EFL classrooms in an elementary school in Taiwan. The spoken high-frequency words (HFWs) created by the second language (L2) learners for class participation and teachers for teaching distinguish between written and spoken vocabulary. Study 2 examined the spoken HFWs of the first-grade online ESL classrooms of a school in the U.S. Results provided a list of spoken HFWs for ESL learners at different levels. To achieve effective vocabulary teaching in face-to-face (F2F)/ online classrooms, teachers may incorporate this list in their teaching to enhance ESL students’ comprehension, participation, and oral skills. Study 3 used quantitative statistics to identify words in the spoken language data collected from 19 first- and second-grade American classrooms. The coverage ratio of the spoken HFWs can increase L2 learners’ understanding of classrooms' spoken content. Verifying the word lists obtained from EFL and ESL contexts with the COCA/BNC spoken language corpus, the researcher created a spoken word list relevant to L2 teaching suitable for young L2 learners.

This dissertation presents the theoretical, pedagogical, and methodological contributions of three studies that aim to assist teachers in effectively enhancing the spoken vocabulary development and active communication of EFL/ESL learners from different backgrounds. Numerous and diverse participants, contexts, and in-depth data analyses increased the validity of this spoken word list, which can help teachers and learners set better learning goals.

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