Lexical richness in L2 students’ writing and the native-speaker teacher’s revision: A descriptive study
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This paper compares English writings of L2 students and the teacher’s revision of their writings to describe their differences in terms of lexical richness. In L2 writing research, lexical richness is defined in three dimensions: lexical density, lexical sophistication, and lexical variation. Lexical richness is a common analytical measure of textual analysis in L2 writing research. The lexical measures are employed to describe the differences in the use of vocabulary between student’s writing in order to identify measures that distinguish among the levels of writing proficiency and between nativeand non-native speakers. However, to date, researchers have not examined the relationship in terms of lexical richness between students’ writing and the teacher’s revisions to those writing. In this study, 496 sentences produced by students were collected, and the teacher revised the students’ writing, sentence by sentence. In other words, the teacher’s revision is a model re-writing of student’s sentences. Then, using an automated lexical analyzer, differences between the two kinds of writing are analyzed and the teacher’s motivation behind the revisions are described.
Abstract
This paper compares English writings of L2 students and the teacher’s revision of their writings to describe their differences in terms of lexical richness. In L2 writing research, lexical richness is defined in three dimensions: lexical density, lexical sophistication, and lexical variation. Lexical richness is a common analytical measure of textual analysis in L2 writing research. The lexical measures are employed to describe the differences in the use of vocabulary between student’s writing in order to identify measures that distinguish among the levels of writing proficiency and between nativeand non-native speakers. However, to date, researchers have not examined the relationship in terms of lexical richness between students’ writing and the teacher’s revisions to those writing. In this study, 496 sentences produced by students were collected, and the teacher revised the students’ writing, sentence by sentence. In other words, the teacher’s revision is a model re-writing of student’s sentences. Then, using an automated lexical analyzer, differences between the two kinds of writing are analyzed and the teacher’s motivation behind the revisions are described.
참고문헌 (12)
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