Lexical Richness in EFL Students' Narratives

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F71226401%3A_____%2F12%3A%231003077" target="_blank" >RIV/71226401:_____/12:#1003077 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.reading.ac.uk/english-language-and-applied-linguistics/Research/ell-language-lswp-4-1-contents.aspx" target="_blank" >http://www.reading.ac.uk/english-language-and-applied-linguistics/Research/ell-language-lswp-4-1-contents.aspx</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Lexical Richness in EFL Students' Narratives

Popis výsledku v původním jazyce

The paper compares different measures of lexical richness in narratives written by Czech EFL learners. The focus is on three groups of lexical richness measures: measures of lexical diversity (saying how many different words are used), lexical sophistication (saying how many advanced words are used) and lexical density (saying what is the proportion of content words in the text). The most frequently used measures representing each group were selected (Tweedie & Baayen 1998; McCarthy 2005; Daller et al.2007; McCarthy & Jarvis 2010) and used to analyse students? stories. The main focus of the study is on comparing the relationships between different measures, both within and between the three respective groups. The results show that the three groups areto some extent distinct and therefore measure different kinds of vocabulary knowledge but also that there are relationships between them: the strongest correlations are between measures of lexical diversity and sophistication; measures o

Název v anglickém jazyce

Lexical Richness in EFL Students' Narratives

Popis výsledku anglicky

The paper compares different measures of lexical richness in narratives written by Czech EFL learners. The focus is on three groups of lexical richness measures: measures of lexical diversity (saying how many different words are used), lexical sophistication (saying how many advanced words are used) and lexical density (saying what is the proportion of content words in the text). The most frequently used measures representing each group were selected (Tweedie & Baayen 1998; McCarthy 2005; Daller et al.2007; McCarthy & Jarvis 2010) and used to analyse students? stories. The main focus of the study is on comparing the relationships between different measures, both within and between the three respective groups. The results show that the three groups areto some extent distinct and therefore measure different kinds of vocabulary knowledge but also that there are relationships between them: the strongest correlations are between measures of lexical diversity and sophistication; measures o

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

LANGUAGE STUDIES WORKING PAPERS

ISSN

2040-3461

e-ISSN

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Svazek periodika

4

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

11

Strana od-do

26-36

Kód UT WoS článku

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EID výsledku v databázi Scopus

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