The interplay between lexis and learning : a study of second language vocabulary profiles and learning style
This study examines the relationship between second language vocabulary and learning in terms of productive vocabulary and learning style. Overall, second language learners tend to follow a predictable pattern when they acquire vocabulary. More common words are acquired before less frequent ones. However, individuals display idiosyncratic paths in lexical development. In this study learning style is examined in order to understand whether lexical developmental patterns can be associated with particular learning strengths and weaknesses. The central argument put forward in this thesis is that learning style can help to understand how L2 learners differ in their acquisition of lexis for productive use. Learners were tested for a pre-disposition towards memory or analysis in learning style and their vocabulary was measured via written texts for lexical rarity and the extent to which learners avoid repetition (diversity). The main findings show that at low proficiency memory correlates with lexical rarity, but at higher proficiency and greater analysis there is less variability of function words. Lexical diversity, which is influenced by sentence structure, is more stable with learners who are strong in language
Booth, Paul
Education ; Linguistics
The interplay between lexis and learning : a study of second language vocabulary profiles and learning style. This study examines the relationship between second language vocabulary and learning in terms of productive vocabulary and learning style. Overall, second language learners tend to follow a predictable pattern when they acquire vocabulary. More common words are acquired before less frequent ones. However, individuals display idiosyncratic paths in lexical development. In this study learning style is examined in order to understand whether lexical developmental patterns can be associated with particular learning strengths and weaknesses. The central argument put forward in this thesis is that learning style can help to understand how L2 learners differ in their acquisition of lexis for productive use. Learners were tested for a pre-disposition towards memory or analysis in learning style and their vocabulary was measured via written texts for lexical rarity and the extent to which learners avoid repetition (diversity). The main findings show that at low proficiency memory correlates with lexical rarity, but at higher proficiency and greater analysis there is less variability of function words. Lexical diversity, which is influenced by sentence structure, is more stable with learners who are strong in language
interplay lexis learning study second_language vocabulary profile learn style study_examines relationship second_language vocabulary_learning term productive vocabulary_learning style overall second_language_learner tend follow predictable pattern acquire vocabulary common word acquire less frequent however individual display idiosyncratic path lexical development study learn style examine order whether lexical developmental pattern associate particular learn strengths_weakness central_argument put_forward learn style help learner differ acquisition lexis productive use learners test pre disposition towards memory analysis learn style vocabulary measure via write_texts lexical rarity extent learner avoid repetition diversity main_finding show low proficiency memory correlate lexical rarity high proficiency great analysis less variability function_word lexical diversity influenced sentence_structure stable learner strong language