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    Tytuł:
    A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey
    Autorzy:
    Gedik, Tan Arda
    Kolsal, Yağmur Su
    Powiązania:
    https://bibliotekanauki.pl/articles/2053538.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    corpus linguistics
    lexical diversity
    syntactic complexity
    Opis:
    This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of  syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 157-176
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trudność zadania komunikacyjnego a bogactwo leksykalne wypowiedzi uczniów
    Task difficulty influences learners’ lexical complexity
    Autorzy:
    Róg, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1921562.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    task-based language teaching
    task difficulty
    lexical diversity
    lexical density
    lexical complexity
    creativity
    podejście zadaniowe
    trudność zadania
    zróżnicowanie leksykalne
    gęstość leksykalna
    bogactwo leksykalne
    kreatywność
    Opis:
    Task-based language teaching has recently become a mainstream research area in second language acquisition studies. One of the underexplored areas is task design and its influence on the measures of complexity, accuracy, and fluency. While most previous research into task design focused on manipulating planning time, note-taking, or task familiarity, one of the promising lines of investigation is how task difficulty may also be conducive to L2 acquisition. Task difficulty is understood as the cognitive burden placed on a learner performing a task. In the current study learners of English as a foreign language (n=28) performed three differently designed oral communicative tasks of increasing difficulty: (1) a brainstorming task, (2) a sorting and ordering task, and (3) a problem-solving argumentative task. Task difficulty, i.e. having to employ higher-order thinking skills improved learners’ L2 lexical complexity as measured by lexical diversity, lexical density, and word-frequency counts.
    Źródło:
    Neofilolog; 2021, 56/2; 337-356
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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