Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners

2021 ◽  
Vol 10 (2) ◽  
pp. 183-206
Author(s):  
Huan Zhang
Keyword(s):  
Second Language ◽  
Error Rate ◽  
Second Language Writing ◽  
Three Dimensions ◽  
Writing Quality ◽  
Lexical Variation ◽  
Lexical Richness ◽  
Language Writing ◽  
Lexical Errors ◽  
Developmental Features

Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously (p = 0.000 < 0.05), while the usage error rate is increasing, but not significantly (p = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.

scholarly journals An Experiment in the Ability of Raters to Evaluate Lexis in Writing

2015 ◽  
Vol 1 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Rachael Ruegg
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Rating Scale ◽  
Face Validity ◽  
Lexical Variation ◽  
Lexical Richness ◽  
Corpus Studies ◽  
Language Writing ◽  
Lexical Content

Abstract For many years, people have considered lexis and grammar separately in the context of teaching and learning English. In the assessment of second language writing, lexis and grammar continue to be considered separately. However, recent corpus studies have questioned this approach and argued that lexis and grammar are fundamentally inseparable. While the assessment of lexis and grammar as two distinct qualities lends face validity to assessment criteria, the corpus literature suggests that raters may not be able to accurately distinguish the two. The current study examines the ability of raters to separate lexis and grammar when using an analytic rating scale to assess timed essays. In this experiment, the lexical content of 27 essays was manipulated before rating in order to determine the effect of lexical accuracy, lexical variation and lexical richness on lexis and grammar scores. From the results, it seems that raters are sensitive to lexical accuracy, but not lexical variation nor lexical richness. In addition, the manipulation of lexical qualities had a significant effect on grammar scores but not on lexis scores, supporting the idea that raters find it challenging to distinguish lexis from grammar

scholarly journals Developmental Features of Lexical Richness in English Writings by Chinese Beginner Learners

2021 ◽  
Vol 12 ◽  
Author(s):  
Huiping Zhang ◽  
Ming Chen ◽  
Xuelan Li
Keyword(s):  
Second Language ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Lexical Variation ◽  
Grade Levels ◽  
Lexical Richness ◽  
Language Exposure ◽  
Lexical Density ◽  
Lexical Errors ◽  
Developmental Features

This paper reports a cross-sectional study that investigates the developmental features in second language writings by Chinese beginner learners of English by using four lexical richness measures—lexical sophistication, lexical variation, lexical density, and lexical errors—from the perspective of the language exposure hypothesis. Specifically, the study compares English compositions written by Chinese students of grade 7, grade 8, and grade 9 in terms of lexical sophistication, lexical variation, lexical density, and lexical errors. The English compositions were sampled from the Writing Corpus of Chinese Beginner Learners of English, and the sample size of the three grades remained almost the same. The analysis revealed that lexical richness in the writing samples of beginner learners is comparatively low, with beginner learners transferring lexical features of the oral register to their second language writings; furthermore, all four measures yielded significant, albeit non-linear and unevenly paced, developments across grade levels. Based on the findings, several suggestions for vocabulary teaching are provided.

The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies

2021 ◽  
Vol 44 (2) ◽  
pp. 131-165
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Experimental Studies ◽  
Future Research ◽  
Task Planning ◽  
Writing Quality ◽  
Moderating Variables ◽  
Online Planning ◽  
Language Writing ◽  
The Impact

Abstract There are both pedagogical and theoretical grounds for asking second language writers to plan before they start writing. The question then arises whether pre-task planning (PTP) improves written output. To address this question, this article reviewed 32 studies by comparing the effect of PTP either with no planning or with unpressured online planning (OLP). These studies also investigated the moderating effect of variables relating to the writer participants, the nature of the planning, and the writing tasks. The main findings are: (1) There is no clear evidence that PTP leads to better overall writing quality when this is measured using rating rubrics, (2) PTP generally results in more fluent writing, (3) its impact on syntactical and lexical complexity is inconsistent and negligible, (4) OLP does sometimes result in increased linguistic accuracy, and (5) there is insufficient evidence to reach clear conclusions about the role that moderating variables have on the impact of PTP, but the results suggest that collaborative (as opposed to individual planning) can lead to increased accuracy and that PTP tends to lead to more complex language when the writing task is a complex one. The article concludes with a set of principles to ensure better quality research and three general proposals for the kind of future research needed.

Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts

2011 ◽  
pp. 139-152
Author(s):  
Terence Murphy
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corpus Analysis ◽  
Functional Linguistics ◽  
Central Task ◽  
Seven Principles ◽  
Lexical Richness ◽  
Language Writing

One central task faced by those interested in the corpus analysis of second language writing is how to measure ESL textual sophistication. While many applied linguists have focused on the notion of lexical richness, Robert de Beaugrande has provided the outlines of an approach that highlights the importance of textual efficiency. In his book, Text, Discourse, and Process (1980), Beaugrande defines the wellwritten text as an efficient self-regulating system. If Beaugrande’s definition is accepted, it follows that the majority of ESL texts are inefficient acts of textual communication. In this chapter, the author will explore textual inefficiency by means of the concept of emergent coherence in a corpus of Korean ESL texts. Within the framework of Hallidayean functional linguistics, emergent coherence will be explained in terms of seven principles of textual efficiency: the SPOCA Principle, the Principle of Natural Hierarchy, the Principle of End Weight, the Principle of End Focus, the Principle of Textual Economy, the Principle of Unified Elaborations, and the Principle of Genuine Extensions.

Lexical richness and collocational competence in second-language writing

2016 ◽  
Vol 54 (1) ◽  
Author(s):  
Ineke Vedder ◽  
Veronica Benigno
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Written Production ◽  
Lexical Richness ◽  
Intermediate Learners ◽  
Language Writing ◽  
Set Up

AbstractIn this article we report on an experiment set up to investigate lexical richness and collocational competence in the written production of 39 low-intermediate and intermediate learners of Italian L2. Lexical richness was assessed by means of a lexical profiling method inspired by

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