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Journal articles on the topic 'Lexical sophistication'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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1

De Clercq, Bastien. "The development of lexical complexity in second language acquisition." EUROSLA Yearbook 15 (July 31, 2015): 69–94. http://dx.doi.org/10.1075/eurosla.15.03dec.

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The development of lexical complexity in second language acquisition has received a considerable amount of attention in applied linguistics research. Many studies have examined the role of lexical diversity, sophistication and density as indicators of L2 proficiency. Few studies, though, have considered the development of lexical complexity from an explicitly cross-linguistic perspective. This article reports on an explorative, cross-linguistic study on the development of lexical diversity, sophistication and density in L2 French and English at four levels of linguistic proficiency. Additionally, the study proposes a number of alternative measures tapping into collocational knowledge and lexical sophistication. The analyses were carried out on a cross-sectional, multilingual corpus of L2 French and English consisting of oral narrative data. The results show a similar development of lexical diversity in L2 French and English, but considerably different developmental tendencies in terms of sophistication and density. The concluding sections discuss possible explanations for these differences and consequences for the measurement of linguistic proficiency.
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2

Bączkowska, Anna. "Readability and lexical sophistication of colon cancer websites – a corpus-assisted assessment of online educational materials for patients." Forum Filologiczne Ateneum, no. 1(7)2019 (March 27, 2020): 9–25. http://dx.doi.org/10.36575//2353-2912/1(7)2019.009.

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The aim of this paper is to check whether the information for colon cancer patients available on top websites devoted to this disease is comprehensible for the readers or whether, due to high saturation with special medical terms, it is beyond the recommended readability level of an average internet user. Two main criteria of analysis were involved in the study: readability and lexical sophistication. The methods used in the study include 8 readability tests (ARI, Colemen-Liau, New Dale-Chall, Flesch-Kincid, Fry, Gunning Fog, Raygor Estimate, and SMOG), TAALES software and Lexical Complexity Analyser used to examine syntactic and lexical parameters of texts, and a corpus-assisted web-based tool used for lexical sophistication called VocabProfile. The study has shown that none of the 30 websites under scrutiny meets the demand of the recommended readability level, and that higher lexical sophistication involves a lower readability level
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Bączkowska, Anna. "Readability and lexical sophistication of colon cancer websites – a corpus-assisted assessment of online educational materials for patients." Forum Filologiczne Ateneum - Domains and Contexts, no. 1(7)2019 (March 28, 2020): 9–25. http://dx.doi.org/10.36575/2353-2912/1(7)2019.009.

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The aim of this paper is to check whether the information for colon cancer patients available on top websites devoted to this disease is comprehensible for the readers or whether, due to high saturation with special medical terms, it is beyond the recommended readability level of an average internet user. Two main criteria of analysis were involved in the study: readability and lexical sophistication. The methods used in the study include 8 readability tests (ARI, Colemen-Liau, New Dale-Chall, Flesch-Kincid, Fry, Gunning Fog, Raygor Estimate, and SMOG), TAALES software and Lexical Complexity Analyser used to examine syntactic and lexical parameters of texts, and a corpus-assisted web-based tool used for lexical sophistication called VocabProfile. The study has shown that none of the 30 websites under scrutiny meets the demand of the recommended readability level, and that higher lexical sophistication involves a lower readability level.
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4

Zhai, Lili. "A Study on Chinese EFL Learners’ Vocabulary Usage in Writing." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 752. http://dx.doi.org/10.17507/jltr.0704.16.

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Vocabulary acquisition is one of the hottest research fields in English learning, which has aroused researchers’ great attention in recent years. However, their focus is on vocabulary size, vocabulary learning strategies and receptive lexical ability, seldom to productive lexical ability. Writing is an important productive ability for EFL learners, and a myriad of writing researches show that inappropriate vocabulary use leads to inferior writing quality. Therefore, research on learners’ vocabulary proficiency, especially their vocabulary in English writing is quite profound. 66 subjects from a comprehensive university participating in this study, finished one composition for analyzing their vocabulary usage, i.e. lexical richness which includes lexical sophistication and lexical variation. All the data and writing papers were analyzed with RANGE and SPSS 17.0. The findings of the present study demonstrated that the subjects relied more on the first 1000 word level to express their meanings in productive tasks and the lexical sophistication and lexical variation are not high. Subjects with different writing ability have differences in vocabulary usage, but the two groups only have significant difference in lexical variation and not in lexical sophistication. The present study enriches the research on vocabulary acquisition in SLA and provides helpful implications for vocabulary teaching and learning to improve learners’ vocabulary productive ability.
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Jang, Yeonji, and Hansaem Kim. "Research on Lexical Sophistication of Korean Learners’ Corpus." Korean Language and Literature in International Context 79 (December 31, 2018): 85–108. http://dx.doi.org/10.31147/iall.79.4.

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Bardel, Camilla, Anna Gudmundson, and Christina Lindqvist. "ASPECTS OF LEXICAL SOPHISTICATION IN ADVANCED LEARNERS’ ORAL PRODUCTION." Studies in Second Language Acquisition 34, no. 2 (May 14, 2012): 269–90. http://dx.doi.org/10.1017/s0272263112000058.

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This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners’ French and Italian. It discusses how teachers’ judgments (TJs) of word difficulty can contribute to the methodology for lexical profiling and compares two methods, one purely frequency based and one modified on the basis of TJs of word difficulty. It has been suggested elsewhere that factors other than frequency play an important role in vocabulary acquisition. Here it is argued that cognates and thematic vocabulary related to teaching materials, although infrequent in target language (TL) corpora, should not necessarily be considered advanced and that analyses of learners’ lexical sophistication would benefit from integrating these aspects. In this study, the frequency-based method normally used in lexical profiling was modified by recategorizing some low-frequency words considered easy by many teachers. On the basis of the TJs, a basic vocabulary, which consisted mainly of high-frequency words but also of cognates and thematic words, was defined, which was based on the fact that teachers judged certain low-frequency cognates and thematic words as relatively easy. Using the modified method, learners’ lexical profiles were found to be more homogeneous within groups of learners at specific proficiency levels. The superiority of the new method over the purely frequency-based one was shown when comparing effect sizes. It is argued that this method gives a more correct picture of advanced L2 lexical profiles.
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7

Lee, Young-Ju. "A computational investigation of the relationship between lexical sophistication and writing competence using the automatic analysis of lexical sophistication program." Secondary English Education 14, no. 3 (August 31, 2021): 22–38. http://dx.doi.org/10.20487/kasee.14.3.202108.22.

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8

TIDBALL, FRANÇOISE, and JEANINE TREFFERS-DALLER. "Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words." Journal of French Language Studies 18, no. 3 (November 2008): 299–313. http://dx.doi.org/10.1017/s0959269508003463.

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ABSTRACTIn this paper we study different aspects of lexical richness in narratives of British learners of French. In particular we focus on different ways of measuring lexical sophistication. We compare the power of three different operationalisations of the Advanced Guiraud (AG) (Daller, van Hout and Treffers-Daller, 2003): one based on teacher judgement, one on ‘le français fondamental 1er degré’ and one on frequency of lexical items. The results show that teacher judgement is a highly reliable tool for assessing lexical sophistication. The AG based on teacher judgements is better able to discriminate between the groups than the other operationalisations. It also works better than Vocabprofil (the French version of Laufer and Nation's (1995) Lexical Frequency Profile).
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9

Kalantari, Reza, and Javad Gholami. "Lexical Complexity Development from Dynamic Systems Theory Perspective: Lexical Density, Diversity, and Sophistication." International Journal of Instruction 10, no. 4 (October 3, 2017): 1–18. http://dx.doi.org/10.12973/iji.2017.1041a.

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Yu, Xiaoli. "Lexical features in argumentative writing across English writers from different language backgrounds." Journal of Second Language Studies 3, no. 1 (April 10, 2020): 82–110. http://dx.doi.org/10.1075/jsls.19024.yu.

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Abstract This corpus-based research analysed three lexical features (lexical diversity, lexical sophistication, and cohesion) in English argumentative writing and examined the potential differences in lexical performance (1) between native and nonnative English writers and (2) across all writers from various language backgrounds. The findings revealed that nonnative English writers demonstrated significantly lower performance in lexical sophistication than did native English writers. Significant differences in all three lexical aspects exist between writers from different language backgrounds. Pedagogical implications for vocabulary instruction in academic writing for nonnative writers include emphasizing the mastery of academic, low-frequency, and discipline-specific vocabulary. Additionally, improving nonnative writers’ vocabulary size and lexical diversity is essential for building deeper level cohesion in writing. The results suggest unique writing characteristics of different nonnative writers and their varied learner needs should be acknowledged. Thus, targeted instruction is essential to provide effective enhancement to nonnative English writers’ lexical performance in academic writing.
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Šišková, Zdislava. "The relationship between receptive and productive vocabulary of Slavic EFL learners." Topics in Linguistics 17, no. 2 (December 1, 2016): 26–40. http://dx.doi.org/10.1515/topling-2016-0011.

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Abstract This study investigates the relationship between learners’ receptive vocabulary knowledge as measured by the Vocabulary Size Test (Nation and Beglar, 2007) and free productive vocabulary knowledge as demonstrated by the learners when writing a short story based on pictures. The focus is on three different areas of productive vocabulary use: lexical diversity (i.e. the proportion of different words in a text), lexical sophistication (i.e. the proportion of advanced words in a text) and lexical density (i.e. the proportion of content words in a text). The results of a bivariate correlation analysis indicate that there is a moderate relationship between learners’ receptive vocabulary knowledge and lexical diversity of the texts they produce; there is a weak relationship between their receptive vocabulary knowledge and lexical sophistication in the texts; and there is no relationship between their receptive vocabulary knowledge and lexical density.
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McDonough, Kim, Pakize Uludag, and Heike Neumann. "Instructor Evaluation of Business Student Writing: Does Language Play a Role?" Business and Professional Communication Quarterly 84, no. 2 (June 2021): 116–34. http://dx.doi.org/10.1177/23294906211012398.

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Because few studies of disciplinary business writing have examined whether language features play a role in instructor assessment of student writing, this study explored the relationship between student language use and instructor essay scores. Undergraduate business students wrote a case study critique as part of their final exam, and their critiques were evaluated by their instructors for theory integration and essay structure. Student language use was analyzed in terms of error rate, lexical sophistication, lexical diversity, and phrasal complexity. Whereas lexical sophistication positively predicted instructor scores, error rate was a negative predictor of their assessment of business student writing.
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Kyle, Kristopher, and Scott A. Crossley. "Automatically Assessing Lexical Sophistication: Indices, Tools, Findings, and Application." TESOL Quarterly 49, no. 4 (September 25, 2014): 757–86. http://dx.doi.org/10.1002/tesq.194.

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14

Higginbotham, George, and Jacqui Reid. "The lexical sophistication of second language learners’ academic essays." Journal of English for Academic Purposes 37 (January 2019): 127–40. http://dx.doi.org/10.1016/j.jeap.2018.12.002.

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Torres, Julio, and Nicole A. Vargas Fuentes. "Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments." Languages 6, no. 2 (June 20, 2021): 110. http://dx.doi.org/10.3390/languages6020110.

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A need exists to address how the availability of digital platforms plays a role in collaborative writing. Further, interest has emerged to understand heritage language (HL) learners’ writing as a result of task-based peer interactions with either second language (L2) or HL learners across face-to-face (FTF) and synchronous computer-mediated communication (SCMC) modes. However, it remains unknown how pair type and interaction mode can influence advanced learners’ lexical performance on written texts through measures of lexical richness. Therefore, this study tested 13 HL–L2 and 16 HL–HL dyads enrolled in advanced Spanish content courses who completed two writing tasks across FTF and SCMC modes. The writing tasks consisted of the hiring (Task A) and laying off (Task B) of an individual for known Spanish companies. The written texts were analyzed for lexical richness through lexical density, lexical sophistication, and lexical diversity indices. The main results revealed that the HL–L2 pairs significantly produced a higher ratio of lexical density in their written texts. No significant results were found for lexical diversity or lexical sophistication across pair types and interaction mode. These results imply that HL–L2 pairs distinguished the register of the writing task more so than HL–HL pairs.
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SCHMID, MONIKA S., and SCOTT JARVIS. "Lexical access and lexical diversity in first language attrition." Bilingualism: Language and Cognition 17, no. 4 (January 16, 2014): 729–48. http://dx.doi.org/10.1017/s1366728913000771.

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This paper presents an investigation of lexical first language (L1) attrition, asking how a decrease in lexical accessibility manifests itself in long-term residents in a second language (L2) environment. We question the measures typically used in attrition studies (formal tasks and type–token ratios) and argue for an in-depth analysis of free spoken data, including factors such as lexical frequency and distributional measures. The study is based on controlled, elicited and free data from two populations of attriters of L1 German (L2 Dutch and English) and a control population (n = 53 in each group). Group comparisons and a Discriminant Analysis show that lexical diversity, sophistication and the distribution of items across the text in free speech are better predictors of group membership than formal tasks or elicited narratives. Extralinguistic factors, such as frequency of exposure and use or length of residence, have no predictive power for our results.
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KIM, MINKYUNG, SCOTT A. CROSSLEY, and KRISTOPHER KYLE. "Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality." Modern Language Journal 102, no. 1 (December 20, 2017): 120–41. http://dx.doi.org/10.1111/modl.12447.

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Lee, Bomi. "ANALYSIS ON LEXICAL DENSITY AND SOPHISTICATION IN KOREAN LEARNERS’ SPOKEN LANGUAGE." PEOPLE: International Journal of Social Sciences 5, no. 3 (November 25, 2019): 120–32. http://dx.doi.org/10.20319/pijss.2019.53.120132.

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Kyle, Kristopher, and Scott Crossley. "The relationship between lexical sophistication and independent and source-based writing." Journal of Second Language Writing 34 (December 2016): 12–24. http://dx.doi.org/10.1016/j.jslw.2016.10.003.

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Fritz, Erik, and Rachael Ruegg. "Rater sensitivity to lexical accuracy, sophistication and range when assessing writing." Assessing Writing 18, no. 2 (April 2013): 173–81. http://dx.doi.org/10.1016/j.asw.2013.02.001.

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Gharibi, Khadijeh, and Frank Boers. "Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand." International Journal of Bilingualism 23, no. 2 (September 23, 2017): 381–99. http://dx.doi.org/10.1177/1367006917728395.

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Aims and objectives: This study investigates the extent to which young heritage speakers’ oral narratives in their first language (L1) differ from monolinguals’ narratives with regard to lexical richness (lexical diversity and lexical sophistication). It also explores which demographic factors (age, age at emigration and length of emigration) and/or socio-linguistic factors (frequency of heritage language use and parental attitudes toward heritage language maintenance) account for the differences. Data and analysis: The participants were a group of 25 young speakers of Persian as a heritage language, who were either born in or emigrated to New Zealand, and a group of 25 monolingual counterparts in Iran. Demographic information about the heritage speakers as well as information about parental attitude and practices regarding heritage language acquisition and maintenance were collected through semi-structured interviews with their parents. A film-retelling task was used to elicit the oral narratives, and these were analyzed for lexical diversity (by means of the Measure of Textual Lexical Diversity) and for lexical sophistication (by counting the incidence of low-frequency words). Findings and conclusion: As expected, the monolinguals’ narratives tended to manifest greater lexical richness than the heritage speakers’, especially according to the measure of lexical sophistication. Against expectation, frequency of heritage language use and parental attitude toward heritage language acquisition and maintenance were not found to be significant predictors of the young heritage speakers’ results. For the heritage speakers who were born in New Zealand, the results were predicted best by their age, while for those who arrived in New Zealand at a later age, the best predictors were both their age and how old they were at the time of emigration. This suggests that the demographic factors overrode the potential influence of the socio-linguistic variables examined. Originality: This study sheds light on (factors that contribute to) young heritage speakers’ L1 lexical competence, a topic that has hitherto been under-investigated. Significance and implications: A major implication of this study is showing the association of age and heritage speakers’ lexical richness. Although the statistical analyses did not show the effect of socio-linguistic variables, this finding indirectly supports the effect of parental input on heritage language proficiency in young bilinguals. Limitations: Limitations of the study include the relatively small number of participants, the use of only one task to elicit speech samples and the reliance on parents’ self-reported family language habits.
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Bashori, Muzakki. "The development of intra-individual variability in academic writing: A study on lexical diversity and lexical sophistication." Studies in English Language and Education 8, no. 2 (May 3, 2021): 745–58. http://dx.doi.org/10.24815/siele.v8i2.16843.

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This study is aimed at finding out (1) whether Lexical Diversity (LD) and Lexical Sophistication (LS) can provide useful insights into the development of academic writing by tracing the interaction between the intra-individual variability in relation to a Dynamic Systems perspective, and (2) whether the supportive interaction between LD and LS can be recognized from the writing development. Twelve academic writing samples written over a 5-year period (2010-2015) by an Indonesian learner of English were employed as longitudinal data. Several tools designed by van Geert and van Dijk (2002), Peltier (2009), and Steinkrauss (2016) were used to analyze the dynamic patterns of language development. The results showed that the development of intra-individual variability in academic writing is in line with the Dynamic Systems Theory as it indicates that the developmental process between the two growers is complex, non-linear, self-organized, unpredictable, revealing attractor states, and constantly changing. The supportive growth movement emerges as the result of the interaction between variables. Finally, it can be concluded that variability is a source of development. Learners might need to be aware of their unique learning trajectory in order to maintain a more stable linguistic development.
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Zareva, Alla. "Lexical complexity of academic presentations." Journal of Second Language Studies 2, no. 1 (April 18, 2019): 71–92. http://dx.doi.org/10.1075/jsls.18003.zar.

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Abstract The present study examined the lexical complexity profiles of academic presentations of three groups of university students (N = 93) – native English speaking, English as a second language, and English as a lingua franca users. It adopted a notion of lexical complexity which includes lexical diversity, lexical density, and lexical sophistication as main dimensions of the framework. The study aimed at finding out how the three academically similar groups of presenters compared on their lexical complexity choices, what the lexical complexity profiles of high quality students’ academic presentations looked like, and whether we can identify variables that contribute to the overall lexical complexity of presentations given by each group in a unique way. The findings revealed overwhelming similarities across the three groups of presenters and also suggested that the three dimensional framework provides a holistic picture of the lexical complexity for various groups of English for academic purposes presenters.
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Wilmskoetter, Janina, Julius Fridriksson, Ezequiel Gleichgerrcht, Brielle C. Stark, John Delgaizo, Gregory Hickok, Kenneth I. Vaden, Argye E. Hillis, Chris Rorden, and Leonardo Bonilha. "Neuroanatomical structures supporting lexical diversity, sophistication, and phonological word features during discourse." NeuroImage: Clinical 24 (2019): 101961. http://dx.doi.org/10.1016/j.nicl.2019.101961.

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Kyle, Kristopher, Scott Crossley, and Cynthia Berger. "The tool for the automatic analysis of lexical sophistication (TAALES): version 2.0." Behavior Research Methods 50, no. 3 (July 11, 2017): 1030–46. http://dx.doi.org/10.3758/s13428-017-0924-4.

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Towns, Stuart G., and Richard Watson Todd. "Beyond proficiency." English Text Construction 12, no. 2 (October 1, 2019): 265–89. http://dx.doi.org/10.1075/etc.00029.tow.

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Abstract Many studies have investigated the correlations between linguistic features and human judgements of writing quality. These studies usually investigate either proficient student writing or exceptional literary writing. The current study attempts to bridge these two perspectives by comparing proficient writing to award-winning exceptional writing using movie reviews written by bloggers and Pulitzer Prize winners. A range of linguistic features representing syntactic complexity, lexical complexity, and lexical cohesion were analyzed using both automated and interpretive methods. It is found that some, but not all, of the trends seen in writing development studies continue on to exceptional writing, with lexical sophistication and lexical cohesion through conceptual associations making the largest contributions to the differences between proficient and exceptional writers.
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Saito, Kazuya, Stuart Webb, Pavel Trofimovich, and Talia Isaacs. "LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH." Studies in Second Language Acquisition 38, no. 4 (August 18, 2015): 677–701. http://dx.doi.org/10.1017/s0272263115000297.

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This study examined contributions of lexical factors to native-speaking raters’ assessments of comprehensibility (ease of understanding) of second language (L2) speech. Extemporaneous oral narratives elicited from 40 French speakers of L2 English were transcribed and evaluated for comprehensibility by 10 raters. Subsequently, the samples were analyzed for 12 lexical variables targeting diverse domains of lexical usage (appropriateness, fluency, variation, sophistication, abstractness, and sense relations). For beginner-to-intermediate speakers, comprehensibility was related to basic uses of L2 vocabulary (fluent and accurate use of concrete words). For intermediate-to-advanced speakers, comprehensibility was linked to sophisticated uses of L2 lexis (morphologically accurate use of complex, less familiar, polysemous words). These findings, which highlight complex associations between lexical variables and L2 comprehensibility, suggest that improving comprehensibility requires attention to multiple lexical domains of L2 performance.
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Dewi, Ratna. "LEXICAL COMPLEXITY IN THE INTRODUCTIONS OF UNDERGRADUATE STUDENTS’ RESEARCH ARTICLES." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 6, no. 2 (February 23, 2018): 161. http://dx.doi.org/10.26618/exposure.v6i2.1179.

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Lexical complexity refers to the various different words employed in the introductions of the undergraduate students’ research articles. The implementation of lexical complexity describes the writers’ overall development of lexical complexity use in the target language. This study aims to find out the employment of lexical complexity in the introductions of undergraduate students’ research articles. It utilized a quantitative design through corpus based analysis.The corpus studied consisted of 134 introductions of undergraduate students’ research articles. The data were analyzed using Web-based Lexical Complexity Analyzer. Then to decide the level of complexity applied in the students’ articles, the results were compared to the lexical complexity of Chinese learners’ oral narratives. The findings show that lexical density, lexical sophistication, and lexical variation are high except for verb variation, noun variation, adjective variation, adverb variation and modifier variation (cf. Lu, 2010, 2012; Ai & Lu, 2013). It is expected that this article could provide information about the lexical complexity which is needed to be improved in the undergraduate students’ research articles.
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SAITO, KAZUYA, STUART WEBB, PAVEL TROFIMOVICH, and TALIA ISAACS. "Lexical correlates of comprehensibility versus accentedness in second language speech." Bilingualism: Language and Cognition 19, no. 3 (June 17, 2015): 597–609. http://dx.doi.org/10.1017/s1366728915000255.

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The current project investigated the extent to which several lexical aspects of second language (L2) speech – appropriateness, fluency, variation, sophistication, abstractness, sense relations – interact to influence native speakers’ judgements of comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness). Extemporaneous speech elicited from 40 French speakers of English with varied L2 proficiency levels was first evaluated by 10 native-speaking raters for comprehensibility and accentedness. Subsequently, the dataset was transcribed and analyzed for 12 lexical factors. Various lexical properties of L2 speech were found to be associated with L2 comprehensibility, and especially lexical accuracy (lemma appropriateness) and complexity (polysemy), indicating that these lexical variables are associated with successful L2 communication. In contrast, native speakers’ accent judgements seemed to be linked to surface-level details of lexical content (abstractness) and form (variation, morphological accuracy) rather than to its conceptual and contextual details (e.g., lemma appropriateness, polysemy).
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ASTRIDYA, FARA WAHYU. "Lexical Richness of the Expository Writing in Indonesian Senior High School Students." Lingual: Journal of Language and Culture 5, no. 1 (June 6, 2018): 23. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p04.

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Learning a foreign language is often related to knowing the words which called lexical richness. This current study investigate the lexical richness in senior high school students. The data are taken from the students’ writing on expository essay. Writing an expository essay is a challenge for students where they should be able to write based on a given theme using a varied vocabulary so later the students are capable making a good writing. The students are collected from three grades that consist of 30 students in each grades. By the total amount of the students, it will be measured by some types of lexical richness; lexical density, lexical sophistication, and lexical variation. After being investigated, the results were found that lexical richness in each grades showed a significant increase in each class, starting from grade 10 to grade 12. According to all those three measurements, showed that grade 12 is the highest percentages among others and it concludes that students in grade 12 is the most prepared and have the richest lexical between grade 10 and 11.
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Crossley, Scott A., and Kristopher Kyle. "Assessing writing with the tool for the automatic analysis of lexical sophistication (TAALES)." Assessing Writing 38 (October 2018): 46–50. http://dx.doi.org/10.1016/j.asw.2018.06.004.

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32

East, Martin. "The impact of bilingual dictionaries on lexical sophistication and lexical accuracy in tests of L2 writing proficiency: A quantitative analysis." Assessing Writing 11, no. 3 (January 2006): 179–97. http://dx.doi.org/10.1016/j.asw.2006.11.001.

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Harley, Birgit, and Mary Lou King. "Verb Lexis in the Written Compositions of Young L2 Learners." Studies in Second Language Acquisition 11, no. 4 (December 1989): 415–39. http://dx.doi.org/10.1017/s0272263100008421.

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The L2 lexical proficiency of 69 grade 6 French immersion students is compared with that of 22 native French-speaking peers, based on verb use in five written compositions. Measures of lexical error, variety, specificity, and sophistication show clear differences between the two groups. The learners' patterns of use of verb vocabulary are considered in relation to frequency and utility in French, the degree of congruence between L2 and L1, and the morpho-syntactic complexity of some specific types of French verbs. Results are further discussed in relation to observational data from grade 6 immersion classrooms.
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Borràs, Judith, and Àngels Llanes. "Investigating the impact of a semester-long study abroad program on L2 reading and vocabulary development." Study Abroad Research in Second Language Acquisition and International Education 6, no. 2 (September 22, 2021): 276–97. http://dx.doi.org/10.1075/sar.21015.bor.

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Abstract This study investigates the impact that a semester-long study abroad program has on the L2 reading and vocabulary development of a group of Catalan/Spanish bilinguals learning English as an L2 (n = 30). Another objective is to determine whether gains in participants’ vocabulary and reading – if any – are related to their initial L2 proficiency and L2 vocabulary level. Participants were administered (1) a reading text, (2) the Updated Vocabulary Levels Test, (3) a written essay, (4) a placement test and (5) an online questionnaire before and after their SA experiences. The results suggest that the sojourn was positive for participants’ reading comprehension, receptive vocabulary and lexical accuracy, but not for reading fluency, lexical fluency, lexical density and lexical sophistication. It was also found that the students’ initial L2 vocabulary and proficiency level were related to gains in receptive vocabulary and reading comprehension.
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Bui, Gavin, and Xueya Luo. "Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 377–400. http://dx.doi.org/10.14746/ssllt.2021.11.3.4.

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Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
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Paquot, Magali. "The phraseological dimension in interlanguage complexity research." Second Language Research 35, no. 1 (March 22, 2017): 121–45. http://dx.doi.org/10.1177/0267658317694221.

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This article reports on the first results of a large-scale research programme that aims to define and circumscribe the construct of phraseological complexity and to theoretically and empirically demonstrate its relevance for second language theory. Within this broad agenda, the study has two main objectives. First, it investigates to what extent measures of phraseological complexity can be used to describe second language (L2) performance at different proficiency levels. Second, it compares measures of phraseological complexity with traditional measures of syntactic and lexical complexity. Variety and sophistication are postulated to be the first two dimensions of phraseological complexity, which is approached via relational co-occurrences, i.e. co-occurring words that appear in a specific structural or syntactic relation (e.g. adjective + noun, adverbial modifier + verb, verb + direct object). Phraseological diversity is operationalized as root type–token ratio computed for each syntactic relation. Two methods are tested to approach phraseological sophistication. First, sophisticated word combinations are defined as academic collocations that appear in the Academic Collocation List (Ackermann and Chen, 2013). Second, it is approximated with the average pointwise mutual information score as this measures has been shown to bring out word combinations made up of closely associated medium to low-frequency (i.e. advanced or sophisticated) words. The study reveals that unlike traditional measures of syntactic and lexical complexity, measures of phraseological sophistication can be used to describe L2 performance at the B2, C1 and C2 levels of the Common European Framework of References for Languages (CEFR), thus suggesting that essential aspects of language development from upper-intermediate to very advanced proficiency level may be situated in the phraseological dimension.
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Choemue, Sumit, and Barli Bram. "Lexical Richness in Scientific Journal Articles: A Comparison between ESL and EFL Writers." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 147. http://dx.doi.org/10.21462/ijefl.v6i1.349.

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This study investigated lexical richness in research articles published by writers of ESL and EFL in the ASEAN countries. The question was whether there were any significant similarities and differences in terms of lexical richness in research articles between these two groups. The researchers employed three different lexical measures to find out the answer: (a) lexical density (how many content words were used), (b) lexical diversity (how wide-ranging words were used), and (c) lexical sophistication (how many advanced and unusual words were used). The primary data consisted of 40 research articles published by two ESL countries, namely Malaysia and the Philippines, and the other two EFL countries: Indonesia and Thailand and were taken from the Directory of Open Access Journals (DOAJ) and Bielefeld Academic Search Engine (BASE). The researchers analyzed the data by utilizing three measurement tools namely CLAWS Tagger, Moving-Average-Type-Token-Ratio (MATTR), and VocabProfiler, and compared the results between ESL and EFL using the Mann-Whitney U test. Interestingly, despite different total tokens in several aspects, the data analysis results indicated no significant difference between ESL and EFL writers in terms of lexical richness and how they employed vocabulary in their research articles. This study further discussed factors influencing the use of vocabulary by two groups and concluded with limitations of the study and future research directions.
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EGUCHI, MASAKI, and KRISTOPHER KYLE. "Continuing to Explore the Multidimensional Nature of Lexical Sophistication: The Case of Oral Proficiency Interviews." Modern Language Journal 104, no. 2 (May 4, 2020): 381–400. http://dx.doi.org/10.1111/modl.12637.

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Rokoszewska, Katarzyna Joanna. "Fluency and complexity as coupled growers in speaking English at secondary school – A case study of a good, average, and poor language learner." Linguistics Beyond and Within (LingBaW) 6 (December 30, 2020): 160–74. http://dx.doi.org/10.31743/lingbaw.11838.

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One of the main assumptions of Complex Dynamic Systems Theory (CDST) is that internally complex language subsystems develop non-linearly while entering different kinds of supportive, competitive, conditional, or dual relationships which are characterised by trade-offs caused by learners’ restricted cognitive processing, especially in foreign language speech. The present paper belongs to a short series of articles which examines various aspects of the development of L2 English speech at secondary school on basis of the same longitudinal, exploratory, and corpus-based case study. The aim of this paper is to investigate the dynamics of the relationships between fluency and both syntactic and lexical complexity in the speech of a good, average, and poor language learner at the level of secondary school. Syntactic complexity was investigated in terms of general sentence complexity, subordination, coordination, and nominalisation, whereas lexical complexity was construed in terms of lexical density, sophistication, and variation. In general, the results indicated predominantly supportive relationships between fluency and different measures of syntactic complexity but competitive or dual relationships between fluency and lexical complexity. However, the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.
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Uchihara, Takumi, and Jon Clenton. "Investigating the role of vocabulary size in second language speaking ability." Language Teaching Research 24, no. 4 (September 10, 2018): 540–56. http://dx.doi.org/10.1177/1362168818799371.

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The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.
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Palfreyman, David M., and Suha Karaki. "Lexical sophistication across languages: a preliminary study of undergraduate writing in Arabic (L1) and English (L2)." International Journal of Bilingual Education and Bilingualism 22, no. 8 (May 19, 2017): 992–1015. http://dx.doi.org/10.1080/13670050.2017.1326456.

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Sánchez, María Jesús, and Elisa Pérez-García. "Acculturation through Code-Switching Linguistic Analysis in Three Short-Stories: “Invierno”, “Nilda” and “The Pura Principle” (Díaz 2012)." Miscelánea: A Journal of English and American Studies 61 (January 25, 2021): 59–79. http://dx.doi.org/10.26754/ojs_misc/mj.20205139.

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The purpose of this article is to investigate whether Yunior, a character and narrator in the three short stories under study, “Invierno”, “The Pura Principle”, and “Nilda”, becomes absorbed into American culture or obtains a positive relationship with this culture without losing his Dominican identity. Quantitative analyses of the vocabulary in the L1 code-switches (Spanish) and of the L2 (English) vocabulary used by Yunior in the stories were carried out to appraise his linguistic progression. Code-switching was analyzed because it gives insights into how situation and context influences language use and why the characters use the language they do. The results obtained, by means of three common lexical measures used in foreign language research (lexical density, age of acquisition and lexical sophistication), allowed us to assess Yunior’s change of identity. According to the acculturation model, Yunior becomes acculturated in the host country, showing progression and integration with many cultural aspects of American life and the English language due to his formal education and early age of acquisition of L2.
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43

East, Martin. "Calculating the lexical frequency profile of written German texts." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 30–43. http://dx.doi.org/10.1075/aral.27.1.03eas.

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Abstract Measures of lexical richness aim at quantifying the degree to which L2 writers are using a varied and large vocabulary. One method for calculating lexical richness is the Lexical Frequency Profile, or LFP (Laufer & Nation, 1995). The LFP, calculated by a computer programme, provides a detailed picture of vocabulary use measured against several frequency lists of words. This paper reports on a small-scale study to investigate the effectiveness of calculating the LFP of written texts of German. This study formed part of a larger study to investigate the impact of dictionaries on students’ writing. Six subjects completed two timed writing tasks in examination conditions, one with and one without a bilingual dictionary. It was envisaged that the LFP might be helpful in determining if the presence of the bilingual dictionary made a difference to students’ lexical sophistication. A calculation of the LFP was carried out using two context-specific lists. Figures were calculated for the number of word tokens and word families. It was concluded that, although using the computer programme with German texts presented some difficulties not present when using the software with English frequency lists, the LFP showed itself to be a valuable diagnostic tool that was able to differentiate between proficiency levels in German and to provide useful information about lexical richness in German texts.
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44

Monteiro, Kátia R., Scott A. Crossley, and Kristopher Kyle. "In Search of New Benchmarks: Using L2 Lexical Frequency and Contextual Diversity Indices to Assess Second Language Writing." Applied Linguistics 41, no. 2 (December 24, 2018): 280–300. http://dx.doi.org/10.1093/applin/amy056.

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Abstract Lexical items that are encountered more frequently and in varying contexts have important effects on second language (L2) development because frequent and contextually diverse words are learned faster and become more entrenched in a learner’s lexicon (Ellis 2002a, b). Despite evidence that L2 learners are generally exposed to non-native input, most frequency and contextual diversity metrics used in L2 research represent what is produced by native speakers of English. This study develops and tests indices of lexical frequency and contextual diversity based on L2 output. The L2 indices were derived from an L2 English learner adult corpus that contained three sub-corpora based on language levels (i.e. low, medium, and high). These indices were used to predict human scores of 480 independent essays from the Test of English as a Foreign Language (TOEFL). First language (L1) indices reported by the Tool for the Automatic Analysis of Lexical Sophistication (TAALES) were also calculated. Three regression analyses were run to predict human scores using L2 indices, L1 indices, and combined indices. The results suggested that the L2 model explained a greater amount of variance in the writing scores and that the L2 model was statistically superior to the L1 model. The findings also suggested that contextual diversity indices are better predictors of writing proficiency than lexical frequency for both the L2 and the L1 models. Finally, an index from the lower level learner sub-corpus was found to be the strongest predictor. The findings have important implications for the analysis of L2 writing in that the L2 benchmarks are more predictive than the L1 benchmarks. These findings could extend human and machine scoring approaches as well as help explain L2 writing quality.
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Tracy-Ventura, Nicole. "Combining corpora and experimental data to investigate language learning during residence abroad: A study of lexical sophistication." System 71 (December 2017): 35–45. http://dx.doi.org/10.1016/j.system.2017.09.022.

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46

Crossley, Scott A., and Stephen Skalicky. "Examining lexical development in second language learners: An approximate replication of Salsbury, Crossley & McNamara (2011)." Language Teaching 52, no. 3 (November 29, 2017): 385–405. http://dx.doi.org/10.1017/s0261444817000362.

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This paper reports on an approximate or partial replication of a study by Salsbury, Crossley & McNamara (2011) that examined the longitudinal developmental of a number of core lexical features related to word imageability, concreteness, familiarity, and meaningfulness in a spoken corpus of English second language (L2) learners. Salsbury et al. found no developmental growth patterns for word familiarity but strong growth patterns for word concreteness, imageability, and meaningfulness as a function of time such that L2 learners began to produce more sophisticated words. Salsbury et al. were the first to formally identify this relation between English proficiency and lexical sophistication, and a large number of studies investigating lexical proficiency have cited this article as a foundational study. There were, however, a number of limitations to the Salsbury et al. (2011) study that make it appropriate for replication. First, the sample size was relatively small (six learners sampled six times over the course of a year). In addition, the study did not control for a number of factors important in L2 acquisition studies (e.g., age, proficiency level, gender) and used a statistical technique that averaged group means and did not properly account for individual participant variation. This replication study addresses these areas and the findings from the replication reflect those reported by Salsbury et al., providing support for the notion that developing L2 lexicons move from the production of words with stronger links to core lexical items to words with weaker links to core lexical items over time. Implications for language learning and teaching are discussed.
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47

Alghizzi, Talal Musaed, and Tahani Munahi Alshahrani. "Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays." International Journal of English Linguistics 10, no. 1 (January 20, 2020): 424. http://dx.doi.org/10.5539/ijel.v10n1p424.

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This study investigates the level of effectiveness that the process genre approach has on increasing and decreasing Saudi advanced EFL undergraduates’ Complexity, Accuracy, and Fluency (CAF) in reaction writing. Sixteen level six participants were recruited from the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University. All participants undertook a pre-test and a post-test on reaction writing. After collecting 32 essays, they were analyzed based on 55 indices of CAF, and then a Wilcoxon Signed-Rank Test was applied to compare each CAF construct/sub-construct measure’s mean in the pre-test with its mean in the post-test, and between the total mean of all measures for each CAF construct/sub-construct in the pre-test with their total means in the post-test. The findings showed that there were no significant total or partial impacts of the process genre approach on participants’ reaction essay syntactic complexity, lexical density, lexical sophistication, and fluency. However, the results indicated that there were only partial effects of the approach (across some measures) on participants’ reaction essay lexical variation and accuracy. Finally, the study yields several pedagogical implications and recommendations for EFL writing instructors, educators, and researchers.
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48

Alghizzi, Talal Musaed, and Abdul Aziz Mohamed Ali El Deen. "Enhancing Saudi EFL Learners’ CAF in Narrative Writing Through Native Speaker Kids’ Reading Website." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 67. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.67.

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This novel study investigated the impact of English native speaker kids’ reading website on enhancing Saudi EFL university students’ complexity, accuracy and fluency (CAF) in narrative writing. The rationale for this study is the scant literature in the area of estimating narrative writing in terms of CAF. The quasi-experimental method was adopted in this study through a pre-/ post-test in narrative writing. Eleven level three participants were recruited from in this study. Instruments of the study included a pre-post-test in narrative writing, and the CAF measures. A Wilcoxon signed-Rank and Mann Whitney were used in the analysis. The study results found no significant differences at 0.05 level regarding the post administration of syntactic complexity ratios except (CP/T, CP/C, and CN/C) whose results were significant. The sub-constructs of lexical density and lexical variation were enhanced partially, and as a whole, whereas there was no increase/decrease regarding lexical sophistication. For accuracy measure, the results were significant in all ratios at 0.05 level except (EFC/C, and EFTC/S ratios). Concerning fluency measures, the results were insignificant at 0.05 in all ratios except (MLC ratio). The results of the study and their pedagogical implications were discussed.
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Sun, He, Weimin Toh, and Rasmus Steinkrauss. "Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore." Applied Psycholinguistics 41, no. 2 (March 2020): 427–56. http://dx.doi.org/10.1017/s0142716420000053.

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AbstractTeachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background. Results demonstrated that teacher’s language strategies and linguistic features varied considerably. Instructional strategies with a medium level of cognitive load were found to be positively related to children’s growth in receptive vocabulary and word reading skills. Teacher’s lexical sophistication was found to be positively associated with children’s vocabulary size. Years of teaching experience was revealed to predict teacher’s variation in medium-level instructions.
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Warsidi, Warsidi. "The Effect of Texts-Based Interactional Feedback (TIF) on the Students’ EFL Writing." Journal of English Language Teaching and Linguistics 2, no. 3 (November 27, 2017): 245. http://dx.doi.org/10.21462/jeltl.v2i3.82.

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<p>This study is reporting the results of the TIF implementation in a student’s students’ EFL writing. It evaluated the student first supervisory paper, the last supervisory paper, and the participant’s perception toward the TIF implementation. This is qualitative study with the linguistic features as the scoring frameworks, including lexical sophistication, syntactic complexity, and rhetorical structure. This boundary study is the participant’s text findings, discussion, and concluding parts. The results of this study revealed that participant’s academic writing changed significantly in the rhetorical structure and tended ignoring the other two scoring frameworks. The study also indicated that the student has intermediate level of English. Then, the participant’s perception toward the TIF implementation also resulted positively. </p>
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