Lexical Richness in EFL Undergraduate Students' Academic Writing

Autor/in	Ha, Hye Seung
Titel	Lexical Richness in EFL Undergraduate Students' Academic Writing
Quelle	In: English Teaching, 74 (2019) 3, S.3-28 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Undergraduate Students; Vocabulary Skills; Language Usage; Writing Skills; Academic Language; Second Language Learning; Second Language Instruction; English (Second Language); Scores; Teaching Methods; Correlation; Predictor Variables; Essays; Persuasive Discourse; Language Fluency; Foreign Countries; Language Tests; Females; Writing Instruction; Required Courses; Writing Ability; Written Language; South Korea; Test of English as a Foreign Language; Test of Written English + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Sprachgebrauch; Writing skill; Schreibfertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Prädiktor; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Language skill; Language skills; Sprachkompetenz; Ausland; Language test; Sprachtest; Weibliches Geschlecht; Schreibunterricht; Pflichtkurs; Schreibkompetenz; Geschriebene Sprache; Korea; Republik
Abstract	Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical diversity, density, sophistication, and fluency. Detailed text analysis can identify these elements in EFL students' academic writing. The correlation analysis showed that the use of lexical diversity, sophistication, and fluency all affect writing quality and can be seen differently in a text depending on different score ranges, vocabulary knowledge and linguistic performance. Further, the regression analysis revealed that the lexical sophistication was found to be the most significant predictor that contributes to writing quality. In sum, the lexical richness displayed in written text is a result of a person's underlying vocabulary knowledge. This study ends with a pedagogical implication for teaching lexical richness in EFL academic coursework. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01