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.

Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand

2017 ◽  
Vol 23 (2) ◽  
pp. 381-399 ◽  
Author(s):  
Khadijeh Gharibi ◽  
Frank Boers
Keyword(s):  
New Zealand ◽  
Heritage Language ◽  
Language Use ◽  
Linguistic Variables ◽  
Parental Attitude ◽  
Heritage Speakers ◽  
Lexical Diversity ◽  
Heritage Language Acquisition ◽  
Lexical Richness ◽  
Family Language

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.

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.

Learning Outcomes of L2-Heritage Learner Interaction: The Proof is in the Posttests

2015 ◽  
Vol 12 (3) ◽  
pp. 245-270 ◽  
Author(s):  
Florencia G. Henshaw
Keyword(s):  
Learning Outcomes ◽  
Heritage Language ◽  
Collaborative Writing ◽  
The Other ◽  
Learning Gains ◽  
Linguistic Information ◽  
Self Perceptions ◽  
L2 Learners ◽  
Working Together ◽  
Writing Task

Over the last two decades, increasingly numbers of heritage language (HL) learners have been enrolling in the same classes as second language (L2) learners, given that most universities do not offer separate courses for HL learners (Beaudrie, 2012). This trend raises the question of whether L2 and HL learners benefit from working together. However, research on the interaction in L2-HL dyads has been scarce, and learning outcomes of L2-HL interaction have never been documented. This study examines whether L2 and HL learners differ not only in terms of how often and how accurately they resolve form-focused episodes (FFEs) as they work together, but also in terms of learning gains as a result of the interaction. The audio-recorded interactions of 8 L2-HL dyads engaged in a collaborative writing task were coded for FFEs, and learning gains were assessed through the incorporation of linguistic information from successfully-resolved FFEs in subsequent individual writing tasks: one administered immediately after completing the collaborative task, and the other two weeks later. Overall, L2 learners appeared to benefit more from the interaction than their HL partners. Findings are discussed in light of differences in peerand self-perceptions documented through a post-task attitudinal questionnaire.

Heritage language learners’ written texts across pair types and interaction mode

2020 ◽  
pp. 136216882093318
Author(s):  
Julio Torres
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Peer Interactions ◽  
Computer Mediated Communication ◽  
Language Learner ◽  
Heritage Language Learners ◽  
Digital Platforms ◽  
Second Language Learner ◽  
Written Texts

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage–heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his own version, the pairs had to interact to compose formal business letters in Spanish to the CEO of each company justifying the hiring (Task A) or laying off (Task B) of employees. The main results first revealed that heritage–heritage pairs produced more syntactically complex business letters, as evidenced by a greater ratio of syntactic subordination along with a minor trend of greater morphosyntactic accuracy. Second, synchronous computer-mediated communication interactions led to a higher production of syntactic coordination, especially for the heritage-second language pairs. Findings are discussed in light of the interplay between learner factors and task environment.

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 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.

scholarly journals A Corpus-Based Analysis of the Language Used by Defendants of Homicide in Court

2017 ◽  
Vol 4 (2) ◽  
pp. 164
Author(s):  
Katerina T. Frantzi ◽  
Anastasia K. Katranidou
Keyword(s):  
Sentence Length ◽  
Linguistic Features ◽  
Part Of Speech ◽  
Lexical Richness ◽  
Reference Corpus ◽  
Lexical Density

<p><em>In this study we present the updated version of the Greek Corpus of Defendants’ Testimonies, GCDT and a series of new evaluations that have been carried out on the defendants’ speech. Using criteria, such as lexical richness, lexical density, part-of-speech frequencies, word and sentence length, we look for linguistic features which could characterize the stylometric profile of the defendants. We also present GCWT, a reference corpus that has been constructed similar to GCWT stylistic features. GCWT contains witnesses’ testimonies collected in the court. </em><em></em></p>

scholarly journals Lexical Complexity on Descriptive Writing of Indonesian Male and Female EFL Learners

2018 ◽  
Vol 8 (3) ◽  
pp. 297
Author(s):  
Siti Aisah Ginting
Keyword(s):  
Academic Writing ◽  
Text Analysis ◽  
English Department ◽  
Lexical Diversity ◽  
Male And Female ◽  
Efl Learners ◽  
Lexical Complexity ◽  
Lexical Density ◽  
Descriptive Writing ◽  
Computerized Text Analysis

This study was aimed to find out the effect of gender on linguistics properties of academic writing abstracts of Indonesian Male and Female EFL Learners. Therefore, the linguistics properties of 40 essays from EFL learners (20 males & 20 females) were analyzed on the lexical complexity (diversity and density). The participants were selected from a homogenous group of EFL learners who were sitting for Writing 1 (one) subject in the English Department Universitas Negeri Medan—Indonesia. A computerized text analysis program (Word Smith Tools) was employed to measure the lexical complexity of the EFL learners’ essays (descriptive writing). As a result, females indicated to write more lexical density way than males in their descriptive writing but no significant different on lexical diversity. 

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