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Use of lexical features in non-native academic writing

Published on Jun 1, 2019in Journal of Second Language Writing 3.32
· DOI :10.1016/j.jslw.2018.11.002
Sonca Vo (Iowa State University)
Abstract
Abstract Second language writing research has often analyzed written discourse to provide evidence on learner language development; however, single word-based analyses have been found to be insufficient in capturing learner language development (Read & Nation, 2006). This study therefore utilized both single word-based and multi-word analyses. Specifically, it explored vocabulary distributions and lexical bundles to better understand the development of writing proficiency across three levels in an English Placement Test corpus (EPT) (N = 1388). Inference tests for multiple population proportions were conducted to compare statistical differences in the proportions of vocabulary and lexical bundle distributions across all group levels. The results suggested that higher proficiency learners used a higher number of types, tokens, and word families than lower proficiency learners. Regarding lexical bundles, noun phrase-based and verb phrase-based bundles with referential and stance functions were significantly found in lower-level responses. Preposition phrase-based bundles were significantly used in higher-level written discourse. This study suggests the importance of vocabulary and lexical bundles in academic writing, the necessity of including these features identified in this study in a second language writing curriculum, and the need to incorporate these features prevalent in a rating scale for assessments of academic writing.
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Published on Dec 1, 2015in TESOL Quarterly 2.26
Kristopher Kyle9
Estimated H-index: 9
(GSU: Georgia State University),
Scott A. Crossley27
Estimated H-index: 27
(GSU: Georgia State University)
This study explores the construct of lexical sophistication and its applications for measuring second language lexical and speaking proficiency. In doing so, the study introduces the Tool for the Automatic Analysis of LExical Sophistication (TAALES), which calculates text scores for 135 classic and newly developed lexical indices related to word frequency, range, bigram and trigram frequency, academic language, and psycholinguistic word information. TAALES is freely available; runs on Windows, M...
78 Citations Source Cite
Published on Sep 1, 2013in Journal of English for Academic Purposes 1.42
Shelley Staples7
Estimated H-index: 7
(NAU: Northern Arizona University),
Jesse Egbert7
Estimated H-index: 7
(NAU: Northern Arizona University)
+ 1 AuthorsAlyson McClair1
Estimated H-index: 1
(Iowa State University)
Abstract Formulaic sequences are widely used in academic writing and are known to be an important aspect of EAP writing development. However, little research has investigated the frequency, function and degree of fixedness of their use by ESL writers across proficiency levels. This study examines the use of lexical bundles in written responses across three proficiency levels in the TOEFL iBT ( N = 480). Bundles that were identical to those found in the prompts were analyzed separately. Biber, Co...
31 Citations Source Cite
Published on May 1, 2012in Journal of Research in Reading 1.67
Scott A. Crossley27
Estimated H-index: 27
(GSU: Georgia State University),
Danielle S. McNamara50
Estimated H-index: 50
(U of M: University of Memphis)
This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables (lexical diversity, word frequency, word meaningfulness, aspect repetition and word familiarity) can be used to significantly predict L2 writing proficiency...
72 Citations Source Cite
Published on Apr 1, 2012in English for Specific Purposes 1.36
Annelie Ädel10
Estimated H-index: 10
(Stockholm University),
Britt Erman4
Estimated H-index: 4
(Stockholm University)
In order for discourse to be considered idiomatic, it needs to exhibit features like fluency and pragmatically appropriate language use. Advances in corpus linguistics make it possible to examine idiomaticity from the perspective of recurrent word combinations. One approach to capture such word combinations is by the automatic retrieval of lexical bundles. We investigated the use of English-language lexical bundles in advanced learner writing by L1 speakers of Swedish and in comparable native-sp...
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Published on Jun 1, 2010in Language Learning & Technology 2.11
Yu-Hua Chen3
Estimated H-index: 3
,
Paul Baker24
Estimated H-index: 24
Yu-Hua Chen and Paul Baker Lancaster University This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., lexical bundles) in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively. Published academic writing was found to exhibit the widest range of lexical bundles whereas L2 student writin...
178 Citations
Published on Jan 1, 2008in English for Specific Purposes 1.36
Ken Hyland58
Estimated H-index: 58
(IOE: Institute of Education)
An important component of fluent linguistic production is control of the multi-word expressions referred to as clusters, chunks or bundles. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. Bundles have begun to attract considerable attention in corpus studies in EAP, although the extent to which they differ by discipline remains an open question. This paper ex...
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Published on Apr 1, 2007in Psychonomic Bulletin & Review 3.09
Ronald T. Kellogg25
Estimated H-index: 25
(SLU: Saint Louis University),
Bascom A. Raulerson2
Estimated H-index: 2
(SLU: Saint Louis University)
Advanced writing skills are an important aspect of academic performance as well as of subsequent work- related performance. However, American students rarely attain advanced scores on assessments of writing skills (National Assessment of Educational Progress, 2002). In order to achieve higher levels of writing performance, the working memory demands of writing processes should be reduced so that executive attention is free to coordinate interactions among them. This can in theory be achieved thr...
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Published on Jan 1, 2007
Stuart Shaw2
Estimated H-index: 2
,
Cyril J. Weir14
Estimated H-index: 14
This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which re...
65 Citations
Published on Dec 1, 2006in Linguistics and Education 0.89
Viviana Cortes10
Estimated H-index: 10
(Iowa State University)
Abstract Researchers and instructors have been interested in the investigation and teaching of formulaic sequences for the past four decades. In academic writing, for example, these expressions are extremely frequent in the production of published authors in academic disciplines but rarely used by university students. The present study focused on the teaching of a special type of recurrent word combinations called lexical bundles to a group of university students in a writing-intensive history c...
72 Citations Source Cite
Published on Aug 30, 2006in International Journal of Corpus Linguistics 0.98
Hilary Nesi19
Estimated H-index: 19
,
Helen Basturkmen20
Estimated H-index: 20
(University of Auckland)
This paper discusses some approaches to the categorisation of cohesive devices with reference to spoken academic discourse, multi-word units, and strings of frequently co-occurring words (lexical bundles). It goes on to investigate the cohesive role of lexical bundles in a corpus of 160 university lectures (120 from the BASE corpus and 40 from MICASE). Like the bundles from the T2K SWAL teaching subcorpus, investigated by Biber, Conrad and Cortes (2004), the bundles in the lecture corpus include...
69 Citations Source Cite
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