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Proposal Presentation:
The Relationship among
English Proficiency,
Vocabulary Knowledge and the
Lexical Richness in Writing of
Taiwanese Senior High School
Students
MA3C0201 郭于甄 Janet
INTRODUCTION
• 1.1 Background and Motivation
 the importance of lexical learning
Gass & Selinker (2008)(cited in Cobb, 2010):
It is ‘the now widely accepted but still basically
unoperational idea that “language learning is largely lexical
learning.” ’
INTRODUCTION
 the ultimate goal for language learning
=> Communicative Competence
( Retrieved from: http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html )
INTRODUCTION
• 1.1 Background and Motivation
 the Bimodal Distribution of Students' English
Abilities in Taiwan
 the “Goose Egg Phenomena” in English
Composition Tests in the GAST and the AST
INTRODUCTION
• 1.2 Purposes of the Study
1. to explore the relationship among Taiwanese senior high school
students’ English proficiency, vocabulary knowledge (i.e.
vocabulary size) and vocabulary use (i.e. lexical richness and
vocabulary profile) in their written output
2. to investigate the patterns of lexical richness and vocabulary
profiles of good writing samples of the GSAT and the AST
3. to estimate the high-proficiency students’
productive vocabulary competence of the
CEEC 7000 word list
INTRODUCTION
• 1.3 Research Questions
RQ1: What is the relationship among senior high school students’
English Proficiency, and the lexical richness and
vocabulary profiles of their writing?
RQ2: What is the relationship among senior high school students’
vocabulary knowledge, and the lexical richness and
vocabulary profiles of their writing?
INTRODUCTION
• 1.3 Research Questions
RQ3: What’s the patterns of lexical richness and vocabulary
profiles of good writing samples of the GSAT and the AST?
RQ4: To what extent can the CEEC 7000 account for the text
coverage of good writing samples of the GSAT and the AST?
INTRODUCTION
• 1.4 Significance of the Study
 There is limited corpus linguistic studies on learners’
productive vocabulary and writing outputs in Taiwan.
 Rare research is targeted on the good writing samples of the
GSAT and the AST.
 The results of this study can provide practical
guidance in efficient writing instructions and
lexical learning.
LITERATURE REVIEW
• 2.1 Vocabulary Knowledge
2.1.1 Receptive / Productive Vocabulary Knowledge
2.1.2 Size of Vocabulary Knowledge
• 2.2 Vocabulary Measures
2.2.1 Measures of Receptive Vocabulary
2.2.2 Measures of Productive Vocabulary
• 2.3 Lexical Richness Features and Writing Quality
2.3.1 Lexical Diversity
2.3.2 Lexical Sophistication
2.3.3 Lexical Density
• 2.4 Text Coverage
2.3.1 Word Lists and Text Coverage
2.3.2 CEEC 7000
Method
• 3.1 Subjects
3.1.1 100 senior high school students (Convenience Sampling)
3.1.2 100 learners’ compositions of the last mock exam before
their GSAT in 2016
3.1.3 the good writing samples of the GSAT and the AST from 2009
to 2015
• 3.2 Instruments
Instruments
Purpose and Source Information
•
•
•
•
To investigate the vocabulary profiles ( lexical sophistication
and lexical density) of the texts
http://www.lextutor.ca/vp/
To calculate lexical richness values ( lexical diversity )
http://www.kojima-vlab.org/lexical_richness/wiki/index.php?S
•
•
To measure the vocabulary size of the participants
http://my.vocabularysize.com/
Vocabprofile
S
Kojima (2010)
The Vocabulary
Size Test
Nation & Beglar (2007)
AntWordProfiler •
Anthony (2009)
•
To present the text coverage of the CEEC 7000
http://www.laurenceanthony.net/software/antwordprofiler/
• 3.3 Procedure
Method
The Vocabulary
Size Test
Data Collection
The Mock Exam
Composition
Corpus
S
(Lexical Richness)
Data Analysis
Vocabprofile
AntWordProfiler
(CEEC 7000)
English Grades on
the Mock Exam
S
(Lexical Richness)
Corpus Building
The GSAT + AST
Composition
Corpus
Data Analysis
Vocabprofile
AntWordProfiler
(CEEC 7000)
Log-linear model