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

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.

ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Annotated Bibliography ◽  
Journal Articles ◽  
Alphabetical Order ◽  
Language Writing

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.

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.

Considering what we know and need to know about second language writing

2012 ◽  
Vol 3 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Diane Belcher,
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
The Past ◽  
Language Writing ◽  
Primary And Secondary School

AbstractThe relatively young field of second language (L2) writing has come a long way in the past few decades but still has far to go if it wishes to broaden its research foci to consider a greater diversity of writing contexts. As a largely pedagogically-motivated area, L2 writing has so far mainly focused on writing in English as a second language, especially that of young adults in English-medium universities. Far less investigated by L2 writing researchers have been the needs of younger L2 writers, at primary and secondary-school levels, and adults outside of universities. Still less examined have been the teaching and learning of writing in foreign language contexts, most notably in languages other than English. These gaps have important implications for knowledge construction in L2 writing.

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

scholarly journals VIEWING CONTRASTIVE RHETORIC FROM A POST MODERN PERSPECTIVE: FINDING AN IMPLICATION TO THE SECOND LANGUAGE WRITING PEDAGOGY

2018 ◽  
Vol 7 (2) ◽  
pp. 99
Author(s):  
Susilo Susilo
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Writing Pedagogy ◽  
Contrastive Rhetoric ◽  
Multilingual Writers ◽  
Native Identity ◽  
Language Writing ◽  
National Boundaries ◽  
Modern Perspective

The hybrid nature of culture that comes up as a result of postmodern world brings about considerable interaction, borrowing, and fusion between cultures and communicative genres. In such situation, there is erosion of national boundaries, greater multilingualism, and fluidity in identity; hence a" absolute construct of particular culture is getting blurred. Consequently, the term "native identity" has come to a "blurring spot" in the sense that it will be simply awkward to hold firmly one's native identity when multilingualism has become norm. This hybridand plural character of identity has gone to be considerable as the basis of contrastive texts analysis. The newest way of looking at the contrastive rhetoric is that differences in pragmatic or rhetorical expectations should not be considered as unproficiency or interference for the bi/multilingual writer, rather rhetorical choices opted by the bi/multilingual writer should be considered as critical/alternate discourse. This article is aimed to look at the pedagogy of shuttling between languages done by multilingual writers as the new orientation in the teaching and learning second language writing.

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