Vocabulary and writing in a first and second language: processes and development
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Basingstoke
Palgrave Macmillan
2008
|
| Edition: | 1st publ. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVII, 225 S. |
| ISBN: | 9781403939661 1403939667 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | Contents
List of Tables viii
List of Figures X
Acknowledgements xi
Foreword by Alister dimming xiii
1 Introduction 1
1.1 What is this book about? 1
1.2 The linguistic situation and educational
setting in Denmark 3
1.3 Focus of the study 5
1.4 Informants 6
1.5 Introspective methods 9
1.6 Tasks 10
1.7 The data collection procedure 11
1.8 Theoretical framework and key constructs 13
1.9 Research questions 18
1.10 How this book is organized 18
2 Declarative Lexical Knowledge 22
Birgit Henriksen
2.1 Zooming in on learners
lexical competence 22
2.2 Lexical competence - with a focus on
network knowledge 26
2.3 Different ways of investigating lexical
network knowledge 32
2.4 Investigating the learners
network knowledge 39
2.5 Looking at the informants vocabulary size 57
2.6 Correlations between the lexical measures 61
2.7 Concluding remarks 62
vi Contents
3 Lexical Inferencing Procedures in Two Languages 67
Kirsten Haastrup
3.1 Situating the study within the field of
lexical inferencing research 68
3.2 The lexical inferencing study 72
3.3 Results 91
3.4 Discussion 97
3.5 Perspectives on research design and teaching 108
4 Writing in Two Languages 112
Dorte Albrechtsen
4.1 Previous research 114
4.2 Theoretical background 117
4.3 The study 120
4.4 A qualitative analysis of the verbalizations
of three informants 143
4.5 Discussion and implications 153
5 Lexical Knowledge, Lexical Inferencing
and Writing 160
5.1 Bringing the three studies together 161
5.2 Correlations across the studies 163
5.3 Learner profiles 172
5.4 Summary and discussion of main findings 190
6 Implications for Research and Instruction 195
6.1 Research implications 195
6.2 Perspectives on instruction 198
Appendices 203
A.I Statistics 203
A. 1.1 Description of the statistical procedures 203
A. 1.2 Statistical details for Chapter 4 203
A.2 Description of response types in the
word association data 206
A.3 Lexical inferencing 207
A.3.1 Think-aloud instructions 207
A.3.2 The L2 lexical inferencing task 208
A.3.3 Description of the interscorer procedure
for lexical inferencing 209
Contents vii
A.4 Writing 210
A.4.1 Writing prompts 210
A.4.2 Transcription conventions for verbal
protocols in the writing study 211
A.4.3 Interscorer reliability for the analysis
of the verbal protocols and for the
assessment of the essays 211
References 213
Index 222
List of Tables
1.1 Characteristics of the three informant groups 7
1.2 Order of presentation of the various tasks 12
2.1 Examples of informants word association responses 23
2.2 Response types identified in word association research 33
2.3 Stimulus words included in the word association task 41
2.4 WCT scores 44
2.5 Scores awarded to different response types 50
2.6 Overall word association score 51
2.7 Differences in response types in LI and L2 52
2.8 L2 and LI vocabulary size scores 59
2.9 Informants acquisition level on the vocabulary size test 60
2.10 Correlations between the lexical measures in L2 and LI 62
3.1 Illustration of the matching of topics in three texts 73
3.2 Levels of lexical inferencing success 90
3.3 Advanced processing across languages
and educational levels 93
3.4 Adaptability across languages and educational levels 94
3.5 Inferencing success across languages and educational levels 95
3.6 Distribution of processing in relation to
sections on the continuum 104
4.1 Attention to aspects of writing in LI and L2 129
4.2 Problem solving in LI and L2 130
4.3 Essay assessment results for LI and L2
for each grade level 131
4.4 Attention to aspects of writing: means and
standard deviations for the Danish data 132
4.5 Problem solving: means and standard
deviations for the Danish data 133
4.6 Attention to aspects of writing: means and
standard deviations for the English data 134
4.7 Problem solving: means and standard deviations
for the English data 136
4.8 Assessment ratings: means and standard
deviations for the Danish data and the English data 137
4.9 Spearman correlations for process versus product 138
viii
List of Tables ix
4.10 Spearman correlations for the selected variables 139
4.11 Results for three informants 144
5.1 Correlations between lexical inferencing
and network knowledge for Grade 7 167
5.2 Correlations between vocabulary size and
inferencing measures 168
5.3 L2 reading, lexical inferencing and lexical knowledge 170
5.4 Combinations of the four process results 175
5.5 Combinations of the four vocabulary results 176
5.6 Combinations of the four product results 177
5.7 Informants with results within the same
sections for all LI and L2 measures 177
5.8 Lexical results for the three Grade 10 informants 179
A.3.1 Interscorer reliability 210
|
| adam_txt |
Contents
List of Tables viii
List of Figures X
Acknowledgements xi
Foreword by Alister dimming xiii
1 Introduction 1
1.1 What is this book about? 1
1.2 The linguistic situation and educational
setting in Denmark 3
1.3 Focus of the study 5
1.4 Informants 6
1.5 Introspective methods 9
1.6 Tasks 10
1.7 The data collection procedure 11
1.8 Theoretical framework and key constructs 13
1.9 Research questions 18
1.10 How this book is organized 18
2 Declarative Lexical Knowledge 22
Birgit Henriksen
2.1 Zooming in on learners'
lexical competence 22
2.2 Lexical competence - with a focus on
network knowledge 26
2.3 Different ways of investigating lexical
network knowledge 32
2.4 Investigating the learners'
network knowledge 39
2.5 Looking at the informants' vocabulary size 57
2.6 Correlations between the lexical measures 61
2.7 Concluding remarks 62
vi Contents
3 Lexical Inferencing Procedures in Two Languages 67
Kirsten Haastrup
3.1 Situating the study within the field of
lexical inferencing research 68
3.2 The lexical inferencing study 72
3.3 Results 91
3.4 Discussion 97
3.5 Perspectives on research design and teaching 108
4 Writing in Two Languages 112
Dorte Albrechtsen
4.1 Previous research 114
4.2 Theoretical background 117
4.3 The study 120
4.4 A qualitative analysis of the verbalizations
of three informants 143
4.5 Discussion and implications 153
5 Lexical Knowledge, Lexical Inferencing
and Writing 160
5.1 Bringing the three studies together 161
5.2 Correlations across the studies 163
5.3 Learner profiles 172
5.4 Summary and discussion of main findings 190
6 Implications for Research and Instruction 195
6.1 Research implications 195
6.2 Perspectives on instruction 198
Appendices 203
A.I Statistics 203
A. 1.1 Description of the statistical procedures 203
A. 1.2 Statistical details for Chapter 4 203
A.2 Description of response types in the
word association data 206
A.3 Lexical inferencing 207
A.3.1 Think-aloud instructions 207
A.3.2 The L2 lexical inferencing task 208
A.3.3 Description of the interscorer procedure
for lexical inferencing 209
Contents vii
A.4 Writing 210
A.4.1 Writing prompts 210
A.4.2 Transcription conventions for verbal
protocols in the writing study 211
A.4.3 Interscorer reliability for the analysis
of the verbal protocols and for the
assessment of the essays 211
References 213
Index 222
List of Tables
1.1 Characteristics of the three informant groups 7
1.2 Order of presentation of the various tasks 12
2.1 Examples of informants'word association responses 23
2.2 Response types identified in word association research 33
2.3 Stimulus words included in the word association task 41
2.4 WCT scores 44
2.5 Scores awarded to different response types 50
2.6 Overall word association score 51
2.7 Differences in response types in LI and L2 52
2.8 L2 and LI vocabulary size scores 59
2.9 Informants' acquisition level on the vocabulary size test 60
2.10 Correlations between the lexical measures in L2 and LI 62
3.1 Illustration of the matching of topics in three texts 73
3.2 Levels of lexical inferencing success 90
3.3 Advanced processing across languages
and educational levels 93
3.4 Adaptability across languages and educational levels 94
3.5 Inferencing success across languages and educational levels 95
3.6 Distribution of processing in relation to
sections on the continuum 104
4.1 Attention to aspects of writing in LI and L2 129
4.2 Problem solving in LI and L2 130
4.3 Essay assessment results for LI and L2
for each grade level 131
4.4 Attention to aspects of writing: means and
standard deviations for the Danish data 132
4.5 Problem solving: means and standard
deviations for the Danish data 133
4.6 Attention to aspects of writing: means and
standard deviations for the English data 134
4.7 Problem solving: means and standard deviations
for the English data 136
4.8 Assessment ratings: means and standard
deviations for the Danish data and the English data 137
4.9 Spearman correlations for process versus product 138
viii
List of Tables ix
4.10 Spearman correlations for the selected variables 139
4.11 Results for three informants 144
5.1 Correlations between lexical inferencing
and network knowledge for Grade 7 167
5.2 Correlations between vocabulary size and
inferencing measures 168
5.3 L2 reading, lexical inferencing and lexical knowledge 170
5.4 Combinations of the four process results 175
5.5 Combinations of the four vocabulary results 176
5.6 Combinations of the four product results 177
5.7 Informants with results within the same
sections for all LI and L2 measures 177
5.8 Lexical results for the three Grade 10 informants 179
A.3.1 Interscorer reliability 210 |
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| spelling | Albrechtsen, Dorte Verfasser aut Vocabulary and writing in a first and second language processes and development Dorte Albrechtsen... 1st publ. Basingstoke Palgrave Macmillan 2008 XVII, 225 S. txt rdacontent n rdamedia nc rdacarrier Englisch Danish language Study and teaching English language Study and teaching Danish speakers Second language acquisition HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016773631&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Albrechtsen, Dorte Vocabulary and writing in a first and second language processes and development Englisch Danish language Study and teaching English language Study and teaching Danish speakers Second language acquisition |
| title | Vocabulary and writing in a first and second language processes and development |
| title_auth | Vocabulary and writing in a first and second language processes and development |
| title_exact_search | Vocabulary and writing in a first and second language processes and development |
| title_exact_search_txtP | Vocabulary and writing in a first and second language processes and development |
| title_full | Vocabulary and writing in a first and second language processes and development Dorte Albrechtsen... |
| title_fullStr | Vocabulary and writing in a first and second language processes and development Dorte Albrechtsen... |
| title_full_unstemmed | Vocabulary and writing in a first and second language processes and development Dorte Albrechtsen... |
| title_short | Vocabulary and writing in a first and second language |
| title_sort | vocabulary and writing in a first and second language processes and development |
| title_sub | processes and development |
| topic | Englisch Danish language Study and teaching English language Study and teaching Danish speakers Second language acquisition |
| topic_facet | Englisch Danish language Study and teaching English language Study and teaching Danish speakers Second language acquisition |
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