The effect of enhanced lexical retrieval on second language writing: A classroom experiment

2004 ◽  
Vol 25 (2) ◽  
pp. 175-200 ◽  
Author(s):  
PATRICK SNELLINGS ◽  
AMOS VAN GELDEREN ◽  
KEES DE GLOPPER
Keyword(s):  
Second Language ◽  
Language Production ◽  
Language Instruction ◽  
Lexical Retrieval ◽  
Writing Quality ◽  
Narrative Texts ◽  
Global Quality ◽  
Quality Ratings ◽  
Computerized Training ◽  
Language Writing

Lexical retrieval is an essential subprocess in language production, and its efficiency is crucial for writing. To improve writing quality in a second language, we developed an experimental, computerized training for improving fluency of lexical retrieval in a classroom setting, applying techniques previously restricted to laboratory use. In a counterbalanced design with randomized assignment, each of two groups was trained on a different set of words for productive use. A previous study showed that students in both groups attained greater fluency of lexical retrieval on the trained word set in comparison to students who were not trained on that word set. The current study provides evidence that this enhanced fluency transferred to narrative writing, as students in both groups used the trained words more often in narrative texts. In addition, one of the groups showed significant improvement in their expression of essential content elements. However, no significant differences were found on global quality ratings. The results are discussed in the context of theories of limited processing capacity during text production. We also consider the implications of these results for language instruction.

Lexical Retrieval: An Aspect of Fluent Second-Language Production That Can Be Enhanced

2002 ◽  
Vol 52 (4) ◽  
pp. 723-754 ◽  
Author(s):  
Patrick Snellings ◽  
Amos van Gelderen ◽  
Kees de Glopper
Keyword(s):  
Second Language ◽  
Language Production ◽  
Lexical Retrieval

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.

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.

scholarly journals Effects of task structure on young learners’ writing quality

2019 ◽  
Vol 16 (1) ◽  
pp. 52-78
Author(s):  
Yin Ling Cheung ◽  
Hari Jang
Keyword(s):  
Second Language ◽  
Task Complexity ◽  
Limited Attention ◽  
Task Structure ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
Young Learners ◽  
Capacity Model ◽  
Language Writing ◽  
The Impact

In the past decade, research has yielded mixed results regarding the relationship between task complexity and writing quality. Some studies have suggested that an increase in task complexity results in the improvement of syntactic complexity, accuracy and fluency. Other studies have demonstrated partial improvement in fluency, accuracy, syntactic complexity, or lexical complexity. This study examines the impact of task structure on writing quality among English-as-a-second-language (ESL) young learners. The analysis is based on 236 ESL fourth-grade pupils’ narrative compositions. Using the Limited Attention Capacity Model and the Cognitive Hypothesis, the analysis revealed that Primary Four pupils wrote significantly longer and syntactically more complex texts in structured tasks, and they scored higher in lexical variety in unstructured tasks. The accuracy of writing did not vary significantly based on task structure. The study provides new empirical evidence for the argument that task structure affects ESL young learners’ writing performance in terms of syntactic complexity, fluency, and lexical variety. The findings contribute new knowledge to the field of second language writing. In particular, how task structures influence writing quality and how such knowledge can inform writing pedagogy and the evaluation of students’ written work.

scholarly journals Multidimensional Levels of Language Writing Measures in Grades Four to Six

2019 ◽  
Vol 36 (2) ◽  
pp. 231-266 ◽  
Author(s):  
Gary A. Troia ◽  
Mei Shen ◽  
Diana L. Brandon
Keyword(s):  
Language Production ◽  
Narrative Writing ◽  
Writing Quality ◽  
Writing Performance ◽  
Writing Ability ◽  
Word Level ◽  
Process Use ◽  
Sentence Level ◽  
Language Writing ◽  
Language Measures

This study examined multiple measures of written expression as predictors of narrative writing performance for 362 students in grades 4 through 6. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word, sentence, and discourse levels. Grade-related differences were found for all of the word-level and most of the discourse-level variables examined, but for only one sentence-level variable (punctuation accuracy). The discourse-level variables of text productivity, narrativity, and process use, the sentence-level variables of grammatical correctness and punctuation accuracy, and the word-level variables of spelling/capitalization accuracy, lexical productivity, and handwriting style were significant predictors of narrative quality. Most of the same variables that predicted story quality differentiated good and poor narrative writers, except punctuation accuracy and narrativity, and variables associated with word and sentence complexity also helped distinguish narrative writing ability. The findings imply that a combination of indices from across all levels of language production are most useful for differentiating writers and their writing. The authors suggest researchers and educators consider levels of language measures such as those used in this study in their evaluations of writing performance, as a number of them are fairly easy to calculate and are not plagued by subjective judgments endemic to most writing quality rubrics.

What About Fluency? Implicit vs. Explicit Training Affects Artificial Mini-Language Production

2020 ◽  
Author(s):  
Karen Lichtman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Explicit Knowledge ◽  
Second Language Learners ◽  
Explicit Instruction ◽  
Language Instruction ◽  
Training Condition ◽  
Explicit Training ◽  
The Impact

Abstract A great deal of research explores how implicit vs. explicit instruction affects second language learners’ grammatical accuracy, generally finding that explicit instruction increases accuracy. However, no research to date has examined the impact of implicit/explicit instruction on learners’ fluency. Additionally, nearly all the research has only tested adult learners, despite strong claims about the effects of age on implicit vs. explicit language learning. This study tests the impact of implicit or explicit training on children’s and adults’ performance with an artificial mini-language. After seven days of training, fluency, accuracy, and explicit knowledge were measured. Implicit groups became significantly more fluent than explicit groups. Adults were more accurate than children, but training condition did not significantly affect accuracy. Adults and explicit groups developed more explicit knowledge than children and implicit groups, with no interactions between age and training condition. This study is one of the first to show measurable benefits for implicit second language instruction over explicit instruction: both children and adults produce sentences more fluently after implicit instruction.

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