Lexical richness and the oral proficiency of Chinese EFL students

Daller, Helmut; Xue, Huijuan

doi:10.1017/cbo9780511667268.011

Cited by 58 publications

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“…The results presented in section 5 clearly show that the power of a list-based measure such as AG depends on the way in which researchers operationalise the concept of basic vocabulary (see also Daller and Xue 2007, who make a similar point). We found that an operationalisation based on teacher judgements was more powerful than different operationalisations based on frequency, in that the AG ( judges) was better able to discriminate between the groups.…”

Section: Discussion and Conc Lu S I Onmentioning

confidence: 83%

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Tidball

Treffers‐Daller

2008

French Language Studies

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In this paper we study different aspects of lexical richness in narratives of British learners of French. In particular we focus on different ways of measuring lexical sophistication. We compare the power of three different operationalisations of the Advanced Guiraud (AG) (Daller, van Hout and Treffers-Daller, 2003): one based on teacher judgement, one on ‘le français fondamental 1er degré’ and one on frequency of lexical items. The results show that teacher judgement is a highly reliable tool for assessing lexical sophistication. The AG based on teacher judgements is better able to discriminate between the groups than the other operationalisations. It also works better than Vocabprofil (the French version of Laufer and Nation's (1995) Lexical Frequency Profile).

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Section: Discussion and Conc Lu S I Onmentioning

confidence: 83%

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Tidball

Treffers‐Daller

2008

French Language Studies

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“…Nevertheless, little attention has been given to oral production. Daller and Xue, 2007). Tidball and Treffers-Daller (2007) explore different measures of vocabulary richness in L2 university-level learners of French through a cartoon-based story telling task.…”

Section: Bac Kg Roundmentioning

confidence: 99%

A developmental perspective on productive lexical knowledge in L2 oral interlanguage

David

2008

French Language Studies

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ab st rac tThis article reports on productive vocabulary development by instructed British learners of French over a five-year period (from age 13 to 18). Lexical diversity development was investigated through a semi-guided oral picture-based task. Results show that the students' lexical diversity (as measured by D) did significantly improve throughout the five years showing little sign of slower periods. Overall more noun types were observed than verb types in the composition of the lexicon throughout the study but with a consistent decrease in its proportion after Year 10. Further results using the Limiting Relative Diversity measure indicate that learners vary their use of nouns to a much larger extent than verbs. The discussion focuses on the noun-bias hypothesis and the use of different elicitation tasks.

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“…A number of studies have focused on the importance of vocabulary across various languages (Ellis, ; Macaro, ; see also Sparks, ). The persistent interest in vocabulary is unsurprising, as vocabulary recognition and production have been shown to correlate with achievement in both first language (L1) and L2 learning (Daller & Xue, ; Schmitt, ; Zareva, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Speaking Test Data to Define the Advanced Proficiency Level for L2 Arabic Speakers

Loomis

2015

Foreign Language Annals

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Reaching the Advanced level of proficiency in speaking is a common goal of second language learners, but data on advanced learners of less commonly taught languages such as Arabic are scarce. This mixed‐methods study reports words‐per‐minute and type‐token ratios for three ACTFL levels—10 Intermediate Mid, 10 Advanced Mid, and 8 Superior—obtained from full‐length OPIs. Independent‐samples t tests revealed a significant difference between Intermediate Mid and Advanced Mid speakers on both measures, but no significant difference between Advanced Mid and Superior speakers was found. Qualitative observations on the distinctive features of Advanced learners' speech are also shared.

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Lexical richness and the oral proficiency of Chinese EFL students

Cited by 58 publications

References 0 publications

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words

A developmental perspective on productive lexical knowledge in L2 oral interlanguage

Using Speaking Test Data to Define the Advanced Proficiency Level for L2 Arabic Speakers

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