Lexical and conceptual awareness in L2 reading: an exploratory study
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| Format: | Abschlussarbeit Buch |
| Sprache: | English |
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Frankfurt am Main
Peter Lang Edition
[2017]
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| Ausgabe: | First edition |
| Schriftenreihe: | LaCuLi
Volume 7 |
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| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | XXV, 688 pages Diagramme |
| ISBN: | 9783631724972 |
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| adam_text | LEXICAL AND CONCEPTUAL AWARENESS IN L2 READING
/ SCHLUER, JENNIFERYYD1986-YYEAUTHOR
: 2017
TABLE OF CONTENTS / INHALTSVERZEICHNIS
INTRODUCTION
THEORETICAL PART. GENERAL INTRODUCTION TO THE THEORETICAL PART
AWARENESS
LEXIS
CONCEPTS
L2 READING COMPREHENSION
EMPIRICAL PART. GENERAL INTRODUCTION TO THE EMPIRICAL PART
PRE-ANALYSES: TEXTS USED IN THE ADEQUA I STUDY
MAIN ANALYSES: ADEQUA I VIDEOS AND TRANSCRIPTS
FOLLOW-UP ANALYSES: WORKSHEETS AND DATA TRIANGULATION
DISCUSSION
CONCLUSION
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
Jennifer Schluer
Lexical and Conceptual Awareness
in L2 Reading
An Exploratory Study
0PETER LANG EDITION
Table of contents
List of tables xvii
List of figures xxi
List of abbreviations xxiii
Acknowledgments xxv
Part I: Introduction
1 Introduction 3
Part II: Theoretical Part
2 General introduction to the theoretical part 11
21A note on contexts and targets of L2 learning 12
2 2 Relevance of the topic and research gap 13
3 Awareness 17
3 1 Consciousness, perception, noticing, and understanding 17
3 2 Metacognitive awareness 20
3 3 Metalinguistic awareness 22
331 Metalinguistic awareness and metalanguage 24
332 Research on LI metalinguistic awareness 24
333 Research on L2 metalinguistic awareness 26
334 Research on metalinguistic awareness and multilingualism 27
3 4 Language Awareness 29
3 5 Culture 33
351 Characteristics of culture 34
352 The iceberg model of culture 37
3 6 Cultural awareness 38
3 7 The relationship between language and culture 39
v
3 8 Lexicalized concepts at the inferface of LA and CA on the
word level 43
3 9 The iceberg analogy oflexical and conceptiial awareness 44
3 10 The current awareness construct 47
4 Lexis 49
4 1 Whatisaword? 50
411 Word awareness in LI research 54
412 Word awareness in L2 reading 56
4 2 Previous uses of the term lexical awareness in the literature 57
421 Lexical awareness in LI research 57
422 Lexical awareness in L2 research 58
4 3 Aspects of word knowledge 60
431 Basic constituents of a lexical item 61
432 The complexity of word knowledge 63
4321 Form 65
4322 Meaning 66
4323 Use 68
433 Interrelatedness of word-related features 69
434 The incremental nature of word learning 69
435 Breadth and depth of word knowledge 70
4 4 Factors of ease and difficulty in L2 word learning 72
441 Word-internal factors 72
442 Cross-linguistic factors and transfer 73
4421 Cognates 76
4422 Falsefriends 77
4 5 Lexical awareness in L2 learning and reading 78
451 Phonological awareness 79
4511 Awareness of grapheme-phoneme
correspondences 81
4512 Awareness of onomatopoesis 83
452 Orthographie awareness 84
453 Morphological awareness 87
4531 Inflection and derivation 88
4532 Word-formation 89
4533 Word parts and semantic transparency 92
4534 Deceptive transparency 93
vi
4535 Multi-word Units 94
4536 Synthesis of research on LI and
L2 morphological awareness 96
454 Syntactic awareness 100
455 Semantic awareness 103
4551 Synthesis of research on LI and L2 semantic
awareness 107
4552 Synonymy 109
4553 Antonymy 110
4554 Hyponymy 111
4555 Meronymy 112
4556 Polysemy 113
4557 Homonymy 114
456 Text structure awareness and discourse structure
awareness 115
Concepts 117
5 1 What is a concept? 117
5 2 Theories of mental categorization and conceptual Organization 123
521 Classical theories 123
522 Prototype approaches 124
523 Exemplar views 128
524 Mixed approaches and current State of the art 128
5 3 Conceptual combination 129
5 4 Word(s,) meanings and concepts 132
541 Words and concepts 132
542 Word meanings and concepts 133
5421 Two-level semantics 135
5422 Three levels of representation 136
5423 Intermediate summary on the boundary
between lexical and conceptual
representations 137
5 5 Concepts across languages and cultures 139
551 Experiential view of conceptual development 141
552 Acculturation model 141
553 Concepts and culture 144
554 Previous research on different conceptual domains 148
555 Degrees of conceptual (non-)equivalence across
languages and cultures 155
5551 Conceptual equivalence or near-equivalence 155
5552 Partial (non-)equivalence 156
5553 Conceptual non-equivalence 161
5554 Continuum of conceptual (non-)equivalence 163
5 6 Models of L2 lexical and conceptual representation 164
561 The bilingual mental lexicon 165
562 The word association model and the concept mediation
model by Potter et al (1984) 167
563 The revised hierarchical model (RHM) by
Kroll amp; Stewart (1994) 169
564 The distributed feature model (DFM) by
de Groot (1992) 171
565 The shared (distributed) asymmetrical model (SAM) by
Dong et al (2005) 173
566 The modified hierarchical model (MHM) by
Pavlenko (2009) 174
5 7 L2 lexical and conceptual development 176
571 The three-stage model of L2 lexical development by
Jiang (2000) 177
572 The semantic equivalence hypothesis 180
573 Conceptual transfer 181
5 8 L2 conceptual awareness 182
L2 reading comprehension 185
6 1 What is L2 reading comprehension? 186
611 Introduction to the component constructs 186
612 Interactive top-down and bottom-up processing 188
613 Basic components in models of the reading process 191
614 Reading strategies 193
615 Affective factors and interests 194
616 Contextual variables 197
617 Background knowledge 198
618 Differences and similarities between LI and L2 reading 200
6 2 Models and theories of reading comprehension 204
621 Schema theory and reading comprehension 205
6211 Origins of Schema theory 205
6212 Characteristics and types of Schemata 208
6213 Functions of Schemata in comprehension 210
6214 Cross-cultural Schemata and reading
comprehension 212
6215 Criticisms of Schema theory 217
622 Van Dijk 8c Kintsch s model of discourse comprehension 218
623 Kintsch s construction-integration model 220
6 3 Vocabulary and reading comprehension 221
631 Word recognition (lexical access) 222
632 Vocabulary threshold to reading comprehension 222
633 Lexical inferencing in reading 223
634 Hypotheses on the relationship between vocabulary
knowledge and reading comprehension 226
6 4 Concepts and reading comprehension 228
6 5 The iceberg analogy of reading 231
6 6 Review of pertinent prior studies at schools in Germany 233
661 Research at the Ludwigsburg University of Education 234
662 PISA studies with a focus on reading competence 238
6621 The PISA literacy construct 239
6622 ResultsofPISA 2000 241
6623 Resultsof PISA 2009 244
663 DESI study on competencies in German and English 245
6631 Reading competence in EFL 246
6632 Language awareness in EFL 247
6633 Learning strategies in EFL 248
6634 Video study of EFL classrooms 248
664 Finkbeiner s (2005) study on strategies and interests in
EFL reading 249
6641 Pilot studies 250
6642 First part of the main study (quantitative focus) 250
6643 Second part of the main study (qualitative focus) 254
6644 Exploratory intercultural study 256
6 7 The ADEQUA project 258
671 Aims of the ADEQUA project 259
672 Procedure 260
6721 Target group (ADEQUA I) 260
6722 Taskformats 261
6723 Texts used 263
ix
6724 Videography of task and recall session and
further instruments used 265
6725 Video transcription and analysis 269
673 Central findings 270
6 8 Summary of previous findings in light of the present research
goals 272
Part III: Empirical Part
7 General introduction to the empirical part 277
8 Pre-analyses: Texts used in the ADEQUA I study 281
8 1 ADEQUA focus words 282
811 ADEQUA focus words of the Tornado text 283
812 ADEQUA focus words of the Snow text 286
8 2 Frequency analyses based on the COCA corpus 288
821 Comparison of the Snow and the Tornado texts based on
the COCA frequency scores 289
822 Words from the lowest frequency ranges in the Tornado
text as indicated by the COCA corpus 290
823 Words from the lowest frequency ranges in the Snow
text as indicated by the COCA corpus 291
824 Exemplary comparison of the COCA results with the
BNC corpus 293
825 Summary of the corpora analyses 294
8 3 Pre-analyses based on the theoretical constructs of lexical and
conceptual awareness 294
831 Pre-analysis of the Tornado text in terms of lexical and
conceptual challenges 295
8311 Lexical 295
8312 Conceptual 299
832 Pre-analysis of the Snow text in terms of lexical and
conceptual challenges 303
8321 Lexical 303
8322 Conceptual 308
833 Grammatical clunks 311
x
834 Summary of the clunk-related pre-analyses in terms of
lexical and conceptual challenges in the Snow text and in
the Tornado text 311
Main analyses: ADEQUA I videos and transcripts 313
9 1 Research questions 313
9 2 Qualitative content analysis 314
921 Characteristics of content analysis 315
922 Characteristics of qualitative content analysis 315
923 Steps in qualitative content analysis 316
9 3 Data corpus 317
931 Description and conversion of the original ADEQUA I
transcripts 318
932 Anonymization and formatting of the transcripts 319
933 Proof-reading and revision of the transcripts 322
934 Transcription Conventions 324
935 Upload into MAXQDA 11 325
9 4 Analytical procedure 325
941 Choice of an analytical technique 325
942 Development of a category system 326
943 Definition of the analytical units 327
944 Coding procedure 328
9 5 Pilot study 329
951 Revision of the category system during the piloting
procedure 329
952 Coding results from the piloting phase 332
9 6 Procedure main analyses 337
961 Overview of the data corpus 337
962 Revision of the category system 339
963 Creation of code sets, document sets, and document
variables 341
9 7 Results of the video/ transcript analysis 342
971 General quantitative overviews of the data 342
9711 Distribution of codings across text and task types 343
9712 Number of codings in relation to word count 346
972 Research question 1: Items under discussion 348
9721 Item codings across text and task types 348
9722 Top items in the Snow and Tornado sets 351
9723 Qualitative analysis of the top items in the Snow
corpus 352
9724 Qualitative analysis of the top items in the
Tornado corpus 396
9725 Qualitative analysis of further noteworthy items 429
9726 Synthesis of findings on top items 449
973 Research question 2: Types of lexical and conceptual
awareness 452
9731 General overview of all lexical and conceptual
categories 452
9732 Top lexical and conceptual categories 456
9733 Lexical and conceptual codings across text
types and task types 460
9734 Lexical and conceptual codings according
to code sets (Given or lacking lexical and
conceptual awareness) 464
9735 Lexical and conceptual codings according to
gender 474
9736 Lexical and conceptual codings according to
school tier 477
974 Research question 3: Co-occurrences of items and of
lexical and conceptual categories 479
9741 Top co-occurrences of Snow items and lexical
and conceptual categories 479
9742 Top co-occurrences of Tornado items and
lexical and conceptual categories 485
9743 Top co-occurrences of lexical and conceptual
categories 489
10 Follow-up analyses: Worksheets and data triangulation 495
10 1 Worksheet analyses: joker lists and clunk sheets 496
10 1 1 Types of worksheet data 496
10 111 Joker lists 496
10 112 Clunk sheets 496
10 1 2 Aims of the worksheet analyses 497
10 1 3 Analysis and findings of the worksheet analyses 497
10 131 Joker lists 498
10 132 Clunk sheets 502
10 2 Comparison of the clunk and joker lists with the findings from
the transcript analyses 507
xii
10 2 1 Joker lists compared to the top items from the lexical
and conceptual analysis 507
10 2 2 Clunk lists compared to the top items from the lexical
and conceptual analysis 508
10 3 Comparison of the pre- and foOow-up analyses with the
findings from the main analyses 508
10 4 Quality criteria 511
10 4 1 Reliability 511
10 411 Reflexive accounting 511
10 412 Intercoder reliability 513
10 413 Continuous controls 515
10 4 2 Validity 516
10 421 Triangulation 516
10 422 Communicative Validation 517
10 423 Semantic validity 518
10 424 Sampling validity 518
10 425 Construct validity 518
Part IV: Discussion
11 Discussion 523
11 1 Summary of findings 523
11 1 1 RQ1: Items discussed by the L2 readers 523
11 1 2 RQ2: Evidence of lexical and conceptual awareness and
challenges 525
11 1 3 RQ3: Common co-occurrence patterns 528
11 1 4 RQ4: Comparison of data subsets 530
11 2 Comparison of the present findings to previous studies 531
11 2 1 The role of words and concepts in reading comprehension 531
11 2 2 L2 readers reliance on prior knowledge 533
11 2 3 Connection between reading strategies and lexical and
conceptual awareness 536
11 3 Implications for research and theory 541
11 3 1 Reviewing the category system 542
11 3 2 Revisiting the iceberg model of lexical and conceptual
awareness 546
11 4 Recommendations for further research on lexical and
conceptual awareness 550
11 4 1 Video-based approach to investigate concepts 551
11 4 2 Tasks and task session 554
11 4 3 Contents and timing of the test instruments 556
11 4 4 Item selection process 557
11 4 5 Recall session 558
11 4 6 Interviewer style 560
11 4 7 Transcription Conventions 562
11 4 8 Software program 562
11 4 9 Revision and refinement of categories 565
11 5 Implications for teaching 568
11 5 1 Teaching approach: Lexical and conceptual scaffolding 568
11 511 Advance Organizers 570
11 512 Comparative principle 571
11 513 Multiperspectivity 573
11 514 Item selection for rieh instruetion 574
11 515 Use of context and other back-up mechanisms 576
11 5 2 Raising lexical awareness 577
11 521 General suggestions 577
11 522 Phonology and orthography 579
11 523 Morphology 580
11 524 Semantics 584
11 5 3 Raising conceptual awareness 588
11 531 General suggestions and sample activities 588
11 532 Degrees of conceptual (non-)equivalences 592
11 533 Ketchum s (2006) 3R model 594
11 5 4 Teacher Language Awareness 595
Part V: Conclusion
12 Conclusion 599
References
13 References 605
xiv
Appendix
A Results from the key word searches in three educational
and psychological online databases 659
B Texts used in the ADEQUA study: The Snow text 660
C Texts used in the ADEQUA study: The Tornado text 661
D Task formats used in the ADEQUA study: Ping-Pong
Split (here exemplified with the Snow text) 662
E Task formats used in the ADEQUA study: Click amp; Clunk
(here exemplified with the Tornado text) 665
E Coding manual (short version) 671
XV
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| id | DE-604.BV044619341 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:57:19Z |
| institution | BVB |
| isbn | 9783631724972 |
| language | English |
| lccn | 017016305 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-030017640 |
| oclc_num | 1013532190 |
| open_access_boolean | |
| owner | DE-29 DE-739 DE-12 |
| owner_facet | DE-29 DE-739 DE-12 |
| physical | XXV, 688 pages Diagramme |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Peter Lang Edition |
| record_format | marc |
| series | LaCuLi |
| series2 | LaCuLi |
| spelling | Schluer, Jennifer Verfasser aut Lexical and conceptual awareness in L2 reading an exploratory study Jennifer Schluer First edition Frankfurt am Main Peter Lang Edition [2017] XXV, 688 pages Diagramme txt rdacontent n rdamedia nc rdacarrier LaCuLi Volume 7 Dissertation Universität Kassel 2016 Second language acquisition Reading comprehension Reading Ability testing Wortschatz (DE-588)4126555-5 gnd rswk-swf Sprachbewusstsein (DE-588)4056448-4 gnd rswk-swf Lesefähigkeit (DE-588)4167435-2 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Fremdsprachenlernen (DE-588)4071461-5 s Sprachbewusstsein (DE-588)4056448-4 s Englisch (DE-588)4014777-0 s Lesefähigkeit (DE-588)4167435-2 s Wortschatz (DE-588)4126555-5 s DE-604 LaCuLi Volume 7 (DE-604)BV023552711 7 LoC Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030017640&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030017640&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Schluer, Jennifer Lexical and conceptual awareness in L2 reading an exploratory study LaCuLi Second language acquisition Reading comprehension Reading Ability testing Wortschatz (DE-588)4126555-5 gnd Sprachbewusstsein (DE-588)4056448-4 gnd Lesefähigkeit (DE-588)4167435-2 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Englisch (DE-588)4014777-0 gnd |
| subject_GND | (DE-588)4126555-5 (DE-588)4056448-4 (DE-588)4167435-2 (DE-588)4071461-5 (DE-588)4014777-0 (DE-588)4113937-9 |
| title | Lexical and conceptual awareness in L2 reading an exploratory study |
| title_auth | Lexical and conceptual awareness in L2 reading an exploratory study |
| title_exact_search | Lexical and conceptual awareness in L2 reading an exploratory study |
| title_full | Lexical and conceptual awareness in L2 reading an exploratory study Jennifer Schluer |
| title_fullStr | Lexical and conceptual awareness in L2 reading an exploratory study Jennifer Schluer |
| title_full_unstemmed | Lexical and conceptual awareness in L2 reading an exploratory study Jennifer Schluer |
| title_short | Lexical and conceptual awareness in L2 reading |
| title_sort | lexical and conceptual awareness in l2 reading an exploratory study |
| title_sub | an exploratory study |
| topic | Second language acquisition Reading comprehension Reading Ability testing Wortschatz (DE-588)4126555-5 gnd Sprachbewusstsein (DE-588)4056448-4 gnd Lesefähigkeit (DE-588)4167435-2 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Englisch (DE-588)4014777-0 gnd |
| topic_facet | Second language acquisition Reading comprehension Reading Ability testing Wortschatz Sprachbewusstsein Lesefähigkeit Fremdsprachenlernen Englisch Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030017640&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030017640&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV023552711 |
| work_keys_str_mv | AT schluerjennifer lexicalandconceptualawarenessinl2readinganexploratorystudy |
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