Chapter 9
Lexical development in the writing of intensive English program students
This paper focuses on vocabulary development in intensive English program (IEP) students, comparing free writing data from an IEP to previous research in more controlled contexts. These free writing data derive from writing assignments collected from students with three language backgrounds: Arabic (n = 22), Chinese (n = 20) and Korean (n = 19), who studied at the intermediate and subsequently the advanced levels of an IEP in the USA. The main finding was that a purely text-based measure of diversity, vocD, did not capture gains in lexical development, whereas a measure of lexical sophistication, Advanced Guiraud (AG), did show measureable improvement. Discussion focuses on a more theoretically complex conceptualization of lexical development, how experimental methods compare with ‘messy’ classroom corpus data, and the problem of text length. Specific pedagogical recommendations include more focus more on lexical quality (Perfetti & Hart, 2002) and words at lower frequency bands (3000–9000).
Article outline
- Introduction
- Method
- Participants
- Materials and procedure
- Results
- Discussion
- General discussion
- Pedagogical and methodological implications
- Conclusion
-
Notes
-
References
References
Baayen, R. H.
(
2001)
Word frequency distributions (Vol. 18). Springer Science & Business Media.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bachman, L. F.
(
1990)
Fundamental considerations in language testing. Oxford: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Booth, P.
(
2013)
Vocabulary knowledge in relation to memory and analysis: An approximate replication of Milton’s (2007) study on lexical profiles and learning style.
Language Teaching, 46(3), 335–354.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Brown, D.
(
2013)
Types of words identified as unknown by L2 learners when reading.
System, 41, 1043–1055.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Brown, J. D.
(
1988)
Understanding research in second language learning. Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bulté, B., & Housen, A.
(
2014)
Conceptualizing and measuring short-term changes in L2 writing complexity.
Journal of Second Language Writing, 26, 42–65.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Coxhead, A.
(
2000)
A new academic word list.
TESOL Quarterly, 34, 213–238.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S.
(
2011)
Predicting lexical proficiency in language learner texts using computational indices.
Language Testing, 28(4), 561–580.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Daller, H., Van Hout, R., & Treffers‐Daller, J.
(
2003)
Lexical richness in the spontaneous speech of bilinguals.
Applied linguistics, 24(2), 197–222.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Daller, M., Turlik, J., & Weir, I.
Duràn, P., Malvern, D., Richards, B., & Chipere, N.
(
2004)
Developmental Trends in Lexical Diversity.
Applied Linguistics, 25(2), 220–242.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
deBoer, F.
(
2014)
Evaluating the comparability of two measures of lexical diversity.
System, 47, 139–145.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
DeKeyser, R. M.
(
2005)
What makes learning second‐language grammar difficult? A review of issues.
Language learning, 55(S1), 1–25.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Duràn, P., Malvern, D., Richards, B., & Chipere, N.
(
2004)
Developmental trends in lexical diversity.
Applied Linguistics, 25(2), 220–242.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Ellis, N. C., & Simpson-Vlach, R.
(
2009)
Formulaic language in native speakers: Triangulating psycholinguistics, corpus linguistics, and education.
Corpus Linguistics and Linguistic Theory, 5(1), 61–78.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Friedline, B. E.
(
2011)
Challenges in the second language acquisition of derivational morphology: From theory to practice (Unpublished PhD dissertation), University of Pittsburgh, PA.
[URL]
Gardner, D., & Davies, M.
(
2014)
A new academic word list.
Applied Linguistics, 35(3), 305–327.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hamp-Lyons, L.
(
2007)
The impact of testing practices on teaching: ideologies and alternatives. In
J. Cummins &
C. Davison (Eds.),
International handbook of English language teaching (pp. 487–504). New York, NY: Springer.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Horst, M.
(
2005)
Learning L2 vocabulary through extensive reading: A measurement study.
Canadian Modern Language Review, 61(3), 355–382.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hulstijn, J., & Laufer, B.
(
2001)
Some empirical evidence for the involvement load hypothesis in vocabulary acquisition.
Language Learning, 51, 539–558.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Hsu, W.
(
2014)
The most frequent opaque formulaic sequences in English-medium college textbooks.
System, 47, 146–161.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Juffs, A.
(
1998)
The acquisition of semantics-syntax correspondences and verb frequencies in ESL materials.
Language Teaching Research, 2, 93–123.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lam, R.
(
2016)
Taking stock of portfolio assessment scholarship: From research to practice.
Assessing Writing.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Laufer, B., & Nation, P.
(
1995)
Vocabulary size and use: Lexical richness in L2 written production.
Applied linguistics, 16(3), 307–322.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McCarthy, P. M., & Jarvis, S.
(
2007)
vocd: A theoretical and empirical evaluation.
Language Testing, 24(4), 459–488.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
MacWhinney, B.
(
2000)
The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Malvern, D., Richards, B., Chipere, N., & Duràn, P.
(
2004)
Lexical diversity and language development: Quantification and assessment. Paulgrave: Palgrave MacMillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McCarthy, P. M., & Jarvis, S.
(
2010)
MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment.
Behavior Research Methods, 42(2), 381–392.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Murakami, A., & Alexopoulou, T.
(
2016)
L1 influence on the acquisition order of English grammatical morphemes.
Studies in Second Language Acquisition, 38(3), 365–401.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nation, I. S. P.
(
2001)
Learning vocabulary in another language. Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nation, I. S. P.
(
2007)
Fundamental issues in modelling and assessing vocabulary knowledge.
Modelling and assessing vocabulary knowledge, 35–43.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Norouzian, R., & Plonsky, L.
(
2018)
Eta- and partial eta-squared in L2 research: A cautionary review and guide to more appropriate usage.
Second Language Research, 34(2), 257–271.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W.
(
2002)
Vocabulary acquisition from teacher explanation and repeated listening to stories: do they overcome the Matthew effect.
Journal of Educational Psychology, 94(1), 23–33.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Perfetti, C. A., & Hart, L.
(
2002)
The lexical quality hypothesis. In
L. Verhoeven,
C. Elbro, &
P. Reitsma (Eds.),
Precursors of functional literacy (pp. 189–214). Amsterdam: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmitt, N., & Schmitt, D.
(
2014)
A reassessment of frequency and vocabulary size in L2 vocabulary profiles and learning style.
Language Teaching, 46(3), 335–354.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmitt, N., & Schmitt, D.
(
2014)
A reassessment of frequency and vocabulary size in L2 vocabulary teaching.
Language Teaching, 47(4), 484–503.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sisková, Z.
(
2012)
Lexical richness in EFL students’ narratives.
Language Studies Working Papers. University of Reading, 4, 26–36.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Stanovich, K. E.
(
1986)
Matthew effects in reading: some consequences of individual differences in the acquisition of literacy.
Reading Research Quarterly, 21(4), 360–407.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Todd, R. W.
(
2017)
An opaque engineering word list: which words should a teacher focus on? English for Specific Purposes, 45, 31–39.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Hout, R., & Vermeer, A.
(
2007)
Comparing measures of lexical richness. In
H. Daller,
J. Milton, &
J. Treffers-Daller (Eds.),
Modelling and assessing vocabulary knowledge (pp. 93–115). Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
West, M.
(
1953)
A general service list of English words: With semantic frequencies and a supplementary word list for the writing of popular science and technology. London: Addison-Wesley Longman.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yoon, H-J., & Polio, C.
(
2016)
The linguistic development of students of English as a second language in two written genres.
TESOL Quarterly, First view.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yu, G.
(
2010)
Lexical diversity in writing and speaking task performances.
Applied Linguistics, 31(2), 236–259.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by
Cited by 2 other publications
Naismith, Ben & Alan Juffs
2024.
Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items.
Language Teaching Research 28:3
► pp. 1106 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Naismith, Ben, Alan Juffs, Na-Rae Han & Daniel Zheng
This list is based on CrossRef data as of 26 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.