Effect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain

DOI: 10.4236/ojml.2015.55038   PDF   HTML     3,931 Downloads   4,523 Views  

Abstract

In assessing L2 lexical learning, especially initial learning, researchers always face the problem of whether partial word learning should be counted. Existing studies have either counted partial word learning (i.e. counted both partial and complete word learning) or have only counted complete word learning. However, it is not clear whether counting partial word learning makes a difference in capturing task-based and intra-learner lexical learning gain. Few studies have investigated this potential difference and even fewer if both productive and receptive lexical learning are considered. The present study employed differently fine-grained word rating methods to assess three Chinese EFL learner groups’ performances on four vocabulary posttests after receiving three treatment tasks: a written output task, an oral output task, and a reading task. Data analyses revealed that the use of differently fine-grained scoring methods did not necessarily affect learners’ cross-task lexical learning effects significantly, but it did make a significant difference in measuring individual learners’ lexical learning gain. The findings are discussed with reference to whether and how a less or more fine-grained scoring method should be adopted in rating lexical learning.

Share and Cite:

Niu, R. (2015) Effect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain. Open Journal of Modern Linguistics, 5, 425-442. doi: 10.4236/ojml.2015.55038.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Atay, D., & Kurt, G. (2006). Elementary School EFL Learners’ Vocabulary Learning: The Effects of Post-Reading Activities. Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes, 63, 255-273.
http://dx.doi.org/10.3138/cmlr.63.2.255
[2] Barcroft, J. (2002). Semantic and Structural Elaboration in L2 Lexical Acquisition. Language Learning, 52, 323-363.
http://dx.doi.org/10.1111/0023-8333.00186
[3] Barcroft, J. (2003). Effects of Questions about Word Meaning during L2 Spanish Lexical Learning. Modern Language Journal, 87, 546-561.
http://dx.doi.org/10.1111/1540-4781.00207
[4] Barcroft, J. (2004). Effects of Sentence Writing in Second Language Lexical Acquisition. Second Language Research, 20, 303-334.
http://dx.doi.org/10.1191/0267658304sr233oa
[5] Barcroft, J. (2007). Effects of Opportunities for Word Retrieval during Second Language Vocabulary Learning. Language Learning, 57, 35-56.
http://dx.doi.org/10.1111/j.1467-9922.2007.00398.x
[6] Barcroft, J. (2009). Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading. TESOL Quarterly, 43, 79-103.
[7] Barcroft, J., & Rott, S. (2010). Partial Word Form Learning in the Written Mode in L2 German and Spanish. Applied Linguistics, 31, 623-650.
http://dx.doi.org/10.1093/applin/amq017
[8] Barcroft, J., & Sommers, M. (2005). Effects of Acoustic Variability on Second Language Vocabulary Learning. Studies in Second Language Acquisition, 27, 387-414.
http://dx.doi.org/10.1017/s0272263105050175
[9] Bruton, A. (2007). Partial Lexical Learning in Tests of Incidental Vocabulary Learning from L2 Reading. The Canadian Modern Language Review, 64, 163-180.
http://dx.doi.org/10.3138/cmlr.64.1.163
[10] Bruton, A. (2009). The Vocabulary Knowledge Scale: A Critical Analysis. Language Assessment Quarterly, 6, 288-297.
http://dx.doi.org/10.1080/15434300902801909
[11] de la Fuente, M. J. (2002). Negotiation and Oral Acquisition of L2 Vocabulary: The Roles of Input and Output in the Receptive and Productive Acquisition of Words. Studies in Second Language Acquisition, 24, 81-112.
http://dx.doi.org/10.1017/S0272263102001043
[12] de la Fuente, M. J. (2003). Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition. Computer-Assisted Language Learning, 16, 47-81.
http://dx.doi.org/10.1076/call.16.1.47.15526
[13] Ellis, R., & He, X. (1999). The Roles of Modified Input and Output in the Incidental Acquisition of Word Meanings. Studies in Second Language Acquisition, 21, 285-301.
http://dx.doi.org/10.1017/s0272263199002077
[14] Graddol, D. (2007). English Manuscripts: The Emergence of a Visual Identity. In S. Goodman, D. Graddol, & T. Lillis (Eds.), Redesigning English (pp. 161-204). London: The Open University.
[15] Hashemi, M. R., & Gowdasiaei, F. (2005). An Attribute-Treatment Interaction Study: Lexical-Set versus Semantically-Unrelated Vocabulary Instruction. RELC Journal, 36, 341-361.
http://dx.doi.org/10.1177/0033688205060054
[16] Hirsh, D., & Nation, P. (1992). What Vocabulary Size Is Needed to Read Unsimplified Texts for Pleasure? Reading in a Foreign Language, 8, 689-696.
[17] Horobin, S. (2007). Chaucer’s English. New York: Palgrave MacMillan.
[18] Hulstijn, J., & Laufer, B. (2001). Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition. Language Learning, 51, 539-558.
http://dx.doi.org/10.1111/0023-8333.00164
[19] Joe, A. (1998). What Effects Do Text-Based Tasks Promoting Generation Have on Incidental Vocabulary Acquisition? Applied Linguistics, 19, 357-377.
http://dx.doi.org/10.1093/applin/19.3.357
[20] Keating, G. D. (2008). Task Effectiveness and Word Learning in a Second Language: The Involvement Load Hypothesis on Trial. Language Teaching Research, 12, 365-386.
http://dx.doi.org/10.1177/1362168808089922
[21] Kim, Y. (2008). The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition. Language Learning, 58, 285-325.
http://dx.doi.org/10.1111/j.1467-9922.2008.00442.x
[22] Laufer, B. (1997). The Lexical Plight in Second Language Reading: Words You Don’t Know, Words You Think You Know and Words You Can’t Guess. In J. Coady, & T. Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 20-34). Cambridge: Cambridge University Press.
[23] Laufer, B. (2003). Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence. The Canadian Modern Language Review, 59, 567-587. http://dx.doi.org/10.3138/cmlr.59.4.567
[24] laufer, B., & Goldstein, Z. (2004). Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness. Language Learning, 54, 399-436.
http://dx.doi.org/10.1111/j.0023-8333.2004.00260.x
[25] Laufer, B., & Nation, P. (1999). A Vocabulary-Size Test of Controlled Productive Ability. Language Testing, 16, 33-51.
http://dx.doi.org/10.1177/026553229901600103
[26] Min, H.-T. (2008). EFL Vocabulary Acquisition and Retention: Reading plus Vocabulary Enhancement Activities and Narrow Reading. Language Learning, 58, 73-115.
http://dx.doi.org/10.1111/j.1467-9922.2007.00435.x
[27] Newton, J. (1995). Task-Based Interaction and Incidental Vocabulary Learning: A Case Study. Second Language Research, 11, 159-177.
http://dx.doi.org/10.1177/026765839501100207
[28] Niu, R. (2014). Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task. Chinese Journal of Applied Linguistics, 37, 309-333.
http://dx.doi.org/10.1515/cjal-2014-0020
[29] Niu, R., & Helms-Park, R. (2014). Interaction, Modality, and Word Engagement as Factors in Lexical Learning in a Chinese Context. Language Teaching Research, 18, 345-372.
http://dx.doi.org/10.1177/1362168813510383
[30] Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511732942
[31] Rott, S., Williams, J., & Cameron, R. (2002). The Effect of Multiple-Choice L1 Glosses and Input-Output Cycles on Lexical Acquisition and Retention. Language Teaching Research, 6, 183-222.
http://dx.doi.org/10.1191/1362168802lr108oa
[32] Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. New York: Palgrave Macmillan.
http://dx.doi.org/10.1057/9780230293977
[33] Smith, B. (2004). Computer-Mediated Negotiated Interaction and Lexical Acquisition. Studies in Second Language Acquisition, 26, 365-398.
http://dx.doi.org/10.1017/s027226310426301x
[34] Stewart, J., Batty, A. O., & Bovee, N. (2012). Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale. TESOL Quarterly, 65, 695-721.
[35] Webb, S., & Chang, A. C.-S. (2012). Vocabulary Learning through Assisted and Unassisted Reading. Canadian Modern Language Review, 68, 267-290.
http://dx.doi.org/10.3138/cmlr.1204.1
[36] Wells, J. C. (1990). Longman Pronunciation Dictionary. London: Longman Group UK Limited.
[37] Wesche, M., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth vs. Breadth. Canadian Modern Language Review, 53, 13-39.

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.