Article published in:
Australian Review of Applied Linguistics
Vol. 40:1 (2017) ► pp. 318


Lexical diversity and the use of academic and lower frequency words in the academic writing of EFL students


British Academic Written English Corpus (BAWE)
(2004–2007) Retrieved from http://​www​.coventry​.ac​.uk​/bawe
British National Corpus (BNC)
Browne, C., Culligan, B., & Phillips, J.
(2013) A New Academic Word List. Retrieved from http://​www​.newacademicwordlist​.org/
Cooley, L., & Lewkowicz, J.
(1995) The writing needs of postgraduate students at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121–123.Google Scholar
Coxhead, A.
(2000) A new academic word list. TESOL Quarterly, 34, 213–238. CrossrefGoogle Scholar
(2011) What is the exactly word in English?: Investigating second language vocabulary use in writing. English Australia, 27, 3–17.Google Scholar
(2012) Academic vocabulary, writing and English for academic purposes: Perspectives from second language learners. RELC Journal, 43, 137–145. CrossrefGoogle Scholar
Crossley, S. A., Weston, J. L., Sullivan, S. T. M., & McNamara, D. S.
(2011) The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28, 282–311. CrossrefGoogle Scholar
Dillard, J. P., & Pfau, M.
(2002) The persuasion handbook: Developments in theory and practice. Thousand Oaks: Sage.Google Scholar
Dong, Y. R.
(1998) Non-native graduate students’ thesis/dissertation writing in science: Self- reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17, 369–390. CrossrefGoogle Scholar
Espinosa, S. M.
(2005) Can P-Lex accurately measure lexical richness in the written production of young learners of EFL? Porta Linguarum, 4, 7–21.Google Scholar
Gardner, D., & Davies, M. (2014) A new academic vocabulary list. Applied Linguistics, 35, 305–327. CrossrefGoogle Scholar
Hanauer, D. I., & Englander, K.
(2011) Quantifying the burden of writing research articles in a second language: Data from Mexican scientists. Written Communication, 28, 403–416. CrossrefGoogle Scholar
Hasselgren, A.
(1994) Lexical teddy bears and advanced learners: A study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, 4, 237–258. CrossrefGoogle Scholar
Henriksen, B., & Danelund, L.
2015). Studies of Danish L2 learners’ vocabulary knowledge and the lexical richness of their written production in English. In P. Pietilä, K. Doró, & R. Pipalová Eds. Lexical issues in L2 writing pp. 1 27 Newcastle upon Tyne Cambridge Scholars Publishing
Hirsh, D., & Coxhead, A.
(2009) Ten ways of focussing on science-specific vocabulary in EAP. English Australia Journal, 25, 5–16.Google Scholar
Horst, M.
(2005) Learning L2 vocabulary through extensive reading: a measurement study. Canadian Modern Language Review, 61, 355–382. CrossrefGoogle Scholar
Hyland, K., & Tse, P.
(2007) Is there an “academic vocabulary“? TESOL Quarterly, 41, 235–253. CrossrefGoogle Scholar
Ivanič, R.
(1998) Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Jarvis, S.
(2002) Short texts, best-fitting curves and new measures of lexical diversity. Language Testing, 19, 57–84. CrossrefGoogle Scholar
(2013) Capturing the diversity in lexical diversity. Language Learning, 63, 87–106. CrossrefGoogle Scholar
Laufer, B.
(1998) The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19, 255–271. CrossrefGoogle Scholar
(2003) Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59, 567–587. CrossrefGoogle Scholar
Laufer, B., & Nation, I. S. P.
(1995) Vocabulary size and use: lexical richness in L2 written production. Applied Linguistics, 16, 307–322. CrossrefGoogle Scholar
(n.d.). Retrieved from http://​www​.lextutor​.ca
Lillis, T. M., & Curry, M. J.
(2010) Academic writing in global context. London: Routledge.Google Scholar
McCarthy, P. M.
(2005) An assessment of the range and usefulness of lexical diversity measures and the potential of the measure of textual, lexical diversity (MTLD) (Doctoral dissertation), University of Memphis, United States of America.Google Scholar
McCarthy, P. M., & Jarvis, S.
(2007) vocd: A theoretical and empirical evaluation. Language Testing, 24(4), 459–488. CrossrefGoogle Scholar
(2010) MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42, 381–392. CrossrefGoogle Scholar
McNamara, D. S., Crossley, S. A., & McCarthy, P. M.
(2010) Linguistic features of writing quality. Written Communication, 27, 57–86. CrossrefGoogle Scholar
McNamara, D. S., Crossley, S. A., & Roscoe, R.
(2013) Natural language processing in an intelligent writing strategy tutoring system. Behav Res, 45, 499–515. CrossrefGoogle Scholar
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2006) How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63, 59–82. CrossrefGoogle Scholar
(2012) The BNC/COCA word family lists. Retrieved from http://​www​.victoria​.ac​.nz​/lals​/about​/staff​/paul​-nation
(2015) Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27, 136–145.Google Scholar
Nation, I. S. P., & Anthony, L.
(2013) Mid-frequency readers. Journal of Extensive Reading, 1, 5–16.Google Scholar
Olinghouse, N. G., & Wilson, J.
(2013) The relationship between vocabulary and writing quality in three genres. Reading and Writing: An Interdisciplinary Journal, 26, 45–65. CrossrefGoogle Scholar
O’Loughlin, K.
(1995) Lexical density in candidate output on direct and semi-direct versions of an oral proficiency test. Language Testing, 12, 217–37. CrossrefGoogle Scholar
Paquot, M.
(2010) Academic vocabulary in learner writing: From extraction to analysis. London, England: Continuum.Google Scholar
Pigada, M., & Schmitt, N.
(2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1–28.Google Scholar
Ransdell, S., & Wengelin, Å.
(2003) Socioeconomic and sociolinguistic predictors of children’s L2 and L1 writing quality. Arobase, 1, 22–29.Google Scholar
Schmitt, N.
(2008) Review article: Instructed second language vocabulary learning. Language Teaching Research 12, 329–363. CrossrefGoogle Scholar
Schmitt, N., & Schmitt, D.
(2014) A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47, 484–503. CrossrefGoogle Scholar
Swain, M.
(1995) Three functions of output in second language learning. In. G. Cook and B. Seidhofer (Eds.): Principles and practices in applied linguistics: Studies in honor of HG Widdowson (pp. 125–144). Oxford: Oxford UniversityGoogle Scholar
Swales, J. M.
(2004) Research genres: Explorations and applications. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Uccelli, P., Dobbs, C. L., & Scott, J.
(2013) Mastering academic language organization and stance in the persuasive writing of high school students. Written Communication, 30, 36–62. CrossrefGoogle Scholar
Yeh, C. -C.
(2010) New graduate students’ perspectives on research writing in English: A case study in Taiwan. Journal of Academic Language & Learning, 4, A1–A12.Google Scholar
Yu, G.
(2009) Lexical Diversity in Writing and Speaking Task Performances. Applied Linguistics, 31, 236–259. CrossrefGoogle Scholar