scholarly journals Developmental Features of Lexical Richness in English Writings by Chinese L3 Beginner Learners

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuelan Li ◽  
Huiping Zhang
Keyword(s):  
Secondary Students ◽  
Writing Proficiency ◽  
Cross Sectional ◽  
Lexical Diversity ◽  
Third Language ◽  
English Writing ◽  
Lexical Richness ◽  
Three Stages ◽  
Lexical Density ◽  
Developmental Features

Lexical richness is considered as one of the most efficient methods for assessing writing proficiency and development. However, the developmental features of lexical richness in L3 writing remain relatively poorly understood compared with that of L2 writings. This study reports a cross-sectional corpus-based study that aims to explore the developmental features of lexical richness in L3 writings by Chinese beginner learners of English from the perspective of the dynamic usage-based approach. Specifically, this study compares samples of English writing by Chinese L3 secondary students (grades 7–12) aged 13–18 across three learning stages in terms of lexical sophistication, lexical diversity and lexical density. The writing samples were collected from the Writing Corpus of Chinese Ethnic Minority Beginner Learners as the Third Language (WCCMBL), and the sample sizes of the three stages remained almost the same. The results revealed that lexical richness was generally low in L3 beginner learners' writing. Specifically, L3 beginner learners used fewer diverse words and lexical words, but used numerous high-frequency words in their writing. Additionally, lexical sophistication and lexical density yielded positive growth across the three learning stages, whereas lexical diversity developed non-linearly. These findings reveal a dynamic development of lexical richness in L3 writings, with each of the three measures developing unevenly. Drawing upon these findings, several suggestions for L3 vocabulary teaching are also proposed.

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.

scholarly journals Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 110
Author(s):  
Julio Torres ◽  
Nicole A. Vargas Fuentes
Keyword(s):  
Heritage Language ◽  
Computer Mediated Communication ◽  
Collaborative Writing ◽  
Pair Type ◽  
Lexical Diversity ◽  
Lexical Richness ◽  
Interaction Mode ◽  
Written Texts ◽  
Lexical Density ◽  
Writing Task

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.

Health Literacy and Its Mediating Role in Predicting Health Behaviors Among Chinese Secondary Students

2020 ◽  
pp. 101053952098092
Author(s):  
Shuaijun Guo ◽  
Lucio Naccarella ◽  
Xiaoming Yu ◽  
Rebecca Armstrong ◽  
Geoffrey Browne ◽  
...  
Keyword(s):  
Health Literacy ◽  
Health Behaviors ◽  
Secondary Students ◽  
School Environment ◽  
Mainland China ◽  
Holistic Approach ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Mediating Role ◽  
Chinese School

While health literacy research in mainland China has gained increasing attention, most studies focus on adults. This study aimed to examine the mediating role of health literacy in the relationship between a range of upstream factors and health behaviors among Chinese secondary students. A cross-sectional study was conducted with 650 students in Years 7 to 9 from 4 secondary schools in Beijing. Based on an adapted health literacy framework from Manganello, a self-administered questionnaire was designed to collect information on upstream factors, health literacy, and health behaviors. Path analysis results showed that the proposed framework was mostly supported by empirical data after modification indices were examined and 3 direct paths were added. Students’ self-efficacy, social support, and school environment were associated with health literacy, which in turn predicted health behaviors. A holistic approach is needed to improve both adolescent health literacy and health behaviors for Chinese school-aged adolescents.

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 Drug use and risk factors among secondary students

2009 ◽  
Vol 17 (2) ◽  
pp. 246-252 ◽  
Author(s):  
Lourdes Jordán Jinez ◽  
José Roberto Molina de Souza ◽  
Sandra Cristina Pillon
Keyword(s):  
Risk Factors ◽  
Drug Use ◽  
Secondary Students ◽  
Risk Behaviors ◽  
Peer Pressure ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Family Conflicts ◽  
Cross Sectional ◽  
Experimental Use

Adolescence is a phase of exposure to several risk behaviors, especially the experimental use of drugs and its associated problems. The study aims to identify risk factors and drug use among secondary students in Comonfort, Guanajuato, Mexico. This is a cross-sectional study, using a version of the Drug User Screening Inventory (DUSI) adapted from Portuguese to Spanish. The sample was composed of 695 (42.9%) students, 52.8% women. Drug use was present in 20.3%, predominantly alcohol and tobacco. Risk factors are related to the male gender, older than 13 years, second and third grades, living with relatives, poor relationships, curiosity, family conflicts, peer pressure and solidarity. CONCLUSION: alcohol and tobacco are the most used drugs and are associated to curiosity and peer pressure.

scholarly journals Correlation between Metadiscourse, Lexical Complexity, Readability and Writing Performance in EFL University Students’ Research-based Essays

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 238-254
Author(s):  
Ali Erarslan
Keyword(s):  
Positive Relationship ◽  
Academic Vocabulary ◽  
Writing Quality ◽  
Lexical Diversity ◽  
Writing Performance ◽  
Statistical Measures ◽  
Textual Features ◽  
Lexical Density ◽  
Relationship Of ◽  
The Relationship

Metadiscourse is a tool for writers to guide and interact with readers through texts. Yet in most student texts, one of the points lacking is the interaction between writers and readers. In this study, frequency and type of interactive and interactional metadiscourse features were explored via students’ research-based essays based on Hyland’s metadiscourse taxonomy. Additionally, the students’ English Vocabulary Profile (EVP), lexical diversity, lexical density, and readability features of the texts in the corpus were scrutinized, which serve as an indicator of writing quality. Finally, the relationship of metadiscourse use with students’ writing performance, lexical diversity, lexical density, and readability was explored through statistical measures. Findings show that following explicit metadiscourse instruction, students’ research-based essays included more interactive metadiscourse than interactional metadiscourse, indicating that the students were dealing with more textual features, such as coherence, than interactional metadiscourse. Apart from findings regarding EVP such as lexical diversity, lexical density, and readability features, a positive relationship was explored between metadiscourse use and writing performance, lexical components, and textual features. It is concluded that metadiscourse should be integrated into the writing syllabus since it has a positive relationship with students’ use of academic vocabulary in their essays.

scholarly journals Perceptions of Students and Teachers about Students’ Proficiency in English Language at Higher Secondary Level in Khyber Pakhtunkhwa, Pakistan

2019 ◽  
Vol 10 (1) ◽  
pp. 15
Author(s):  
Kifayatullah Khan ◽  
Wasal Khan
Keyword(s):  
Secondary Students ◽  
Language Proficiency ◽  
Quantitative Research ◽  
English Language ◽  
Secondary Level ◽  
English Language Proficiency ◽  
Cross Sectional ◽  
Khyber Pakhtunkhwa ◽  
Significant Difference ◽  
Perceptions Of Students

This cross-sectional quantitative research was conducted to compare the average perceptions of students and teachers regarding students&rsquo; English language proficiency at the higher secondary level in Khyber Pakhtunkhwa, Pakistan. The participants were 1975 students and 108 teachers belonging to one each district of the seven divisions in Khyber Pakhtunkhwa, Pakistan. Data were collected through pre-tested questionnaire i.e., one each for students and teachers. To analyze the significance difference between the average perceptions of students and teachers about higher secondary students&rsquo; English language proficiency; independent samples t-test was applied. The findings of the study revealed significant difference in teachers&rsquo; and students&rsquo; perceptions regarding students&rsquo; partial command over English language; use of English in and beyond classroom; expressing views fluently in English; students&rsquo; listening, speaking and reading skills; while no significant difference was seen regarding students&rsquo; full command over English language and their writing skill.

scholarly journals The Dynamics of Complexity, Accuracy, and Fluency: A Longitudinal Case Study of Japanese Learners’ English Writing

2018 ◽  
Vol 40 (1) ◽  
pp. 23 ◽  
Author(s):  
Michiyo Hokamura
Keyword(s):  
Language Development ◽  
Developmental Trajectories ◽  
Correlation Coefficients ◽  
Monte Carlo Analysis ◽  
Longitudinal Case Study ◽  
Cross Sectional ◽  
English Writing ◽  
Japanese Learners ◽  
Academic Year

In this study I investigated the development of complexity, accuracy, and fluency (CAF) in the English writing of 2 Japanese university students of elementary-to-low-intermediate English proficiency over the course of 1 academic year. Data were analyzed from a dynamic systems theory (DST) perspective using min-max graphs, moving correlation coefficients, and a Monte Carlo analysis. The findings show that (a) the CAF measures followed nonlinear trajectories in their development, (b) they often did not correlate positively with one another, and (c) they sometimes showed signs of improvement during phases of high intravariability. The findings suggest that to understand the developmental trajectories and processes involved in language development more deeply, cross-sectional studies of developmental trends of groups should be supplemented with longitudinal studies that examine language development in individual learners. 本研究では日本人大学生（初級から中級下レベル）二名の英文ライティングの熟達度を一年間にわたり、複雑さ、正確さ、流暢さ　(complexity, accuracy, and fluency: CAF)　の指標から調査を行った。データ分析はダイナミックシステム理論の観点から、ミニマックスグラフ、移動相関係数、モンテカルロ分析を使用して行った。その結果、(a) 両者のＣＡＦの発達軌跡は非線形であり、(b) ＣＡＦのすべてが互いに正の相関関係をとることはほぼなかった。さらに (c) 学習者個人内のＣＡＦの軌跡が大きく変動した後に発達の兆候がみられることがあった。本結果から、言語発達の軌跡やそのプロセスをさらに理解するためには、グループ間を比較する横断研究を、個々の学習者を調査する長期的研究で補完することを提案する。

scholarly journals Children's literature parallel corpora: a hybrid experimental model to evaluate transfers of language complexity via linguistic transcoding

2018 ◽  
Vol 71 (1) ◽  
pp. 27-52
Author(s):  
Adja Balbino de Amorim Barbieri Durão ◽  
Paulo Roberto Kloeppel
Keyword(s):  
Experimental Model ◽  
Hybrid Model ◽  
Corpus Linguistics ◽  
Children’S Literature ◽  
Lexical Diversity ◽  
Parallel Corpora ◽  
Language Complexity ◽  
The Secret Garden ◽  
Lexical Density

The article aims at proposing a hybrid model to evaluate language complexity of source and target texts written both in English and Portuguese so that one can analyse at what extent language complexity has been transferred from a text to its translation. In it, hybrid model points to paralleled approaches to lexical repetition, lexical diversity and lexical density, readability and word unusualness with the help of some Corpus Linguistics tools. It also stands for developing adjustments to Paul Nation’s word family lists and Gunning’s GFI formula so that they can be applied to Portuguese language. Aiming at checking the reliability of the model, the article also presents a case study based on contrastive investigations on “The Secret Garden” by Burnett and its translation into Portuguese “O Jardim Secreto” by Perota and Carvalho.

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