Does Foreign Language Writing Benefit from Increased Lexical Fluency? Evidence from a Classroom Experiment

Autor/inn/en	van Gelderen, Amos; Oostdam, Ron; van Schooten, Erik
Titel	Does Foreign Language Writing Benefit from Increased Lexical Fluency? Evidence from a Classroom Experiment
Quelle	In: Language Learning, 61 (2011) 1, S.281-321 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2010.00612.x
Schlagwörter	Writing (Composition); Control Groups; Second Language Learning; English (Second Language); Grade 10; Grade 11; Vocabulary Development; Language Research; Bilingual Education; Writing Processes; Language Fluency; Foreign Countries; Second Language Instruction; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Schreibübung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; School year 11; 11. Schuljahr; Schuljahr 11; Wortschatzarbeit; Sprachforschung; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and organization, and revision of content. Two contrasting assumptions are studied: the inhibition assumption that effortful word production prevents writers from attending to higher order aspects and the compensation assumption that writers compensate for effortful word production processes by sequential processing strategies. Results show that a group trained in writing and fluency in the deployment of useful words for writing in specific tasks outperformed a group receiving the same writing lessons but "without" fluency training both in fluency of trained words and in frequency of use of the target words in writing. However, the lexical fluency group did not produce foreign language texts of better quality than the group that received no fluency training. Both groups, however, outperformed a baseline control group that had not received writing lessons. The results are interpreted as support for the compensation assumption. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10