Aspects of EFL University Learners' Lexical and Phraseological Proficiency as Predictors of Writing Quality

Autor/inn/en	Ait Hammou, Brahim; Larouz, Mohammed; Fagroud, Mustapha; Akki, Fouad
Titel	Aspects of EFL University Learners' Lexical and Phraseological Proficiency as Predictors of Writing Quality
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 26 (2023) 2, S.91-114 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Teaching Methods; Phrase Structure; Language Proficiency; Evaluators; Language Usage; Vocabulary; Essays; Writing Evaluation; Word Frequency; Computational Linguistics; College Freshmen + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Phrasenstruktur; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Wortschatz; Essay; Aufsatzunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Studienanfänger
Abstract	This study aims to examine the relationship between the productive knowledge of some lexical and phraseological indices and the quality of English as a Foreign Language (EFL) learners' writing. A sample of 120 expository essays, written by semesters 1 and 5 university students in a less proficient EFL context, are rated by human evaluators and automatically examined for the target indices. The results show that, unlike the index of lexical diversity, both indices of content word frequency and range could significantly discriminate between different proficiency levels. For the phraseological indices, both the proportions of rare and frequent bigrams yielded between-group differences, with higher proficiency students performing significantly better in both categories. Using a regression analysis, the results show that the use of rare and contextually restricted content words and the production of larger proportions of rare and frequent bigrams could be considered indicators of better writing proficiency. The study suggests implications for the teaching of EFL. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01