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E-raamat: Dynamic Vocabulary Development in a Foreign Language

  • Formaat: PDF+DRM
  • Sari: Linguistic Insights 153
  • Ilmumisaeg: 09-Jul-2012
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783035104127
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Dynamic Vocabulary Development in a Foreign LanguageSuurem pilt
  • Formaat: PDF+DRM
  • Sari: Linguistic Insights 153
  • Ilmumisaeg: 09-Jul-2012
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783035104127
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The Dynamic Systems Theory perspective offers new lenses to probe into long-term foreign language development. This book reports on findings of a longitudinal multiple-case study on the vocabulary development of eight university-level Chinese learners of English. Framed within the Dynamic Systems framework, the study assumes a holistic perspective towards vocabulary knowledge and aims to project a comprehensive picture of vocabulary development in a typical foreign language learning setting such as the Chinese context. To this end, a wide array of quantitative measurements and qualitative methods was employed. In-depth examination was given to both psycholinguistic and sociocultural processes involved in the complex and dynamic development of vocabulary knowledge. Efforts were also made to establish meaningful links between the learners’ cognitive, mental, pedagogical and social contexts. Although the focus is on vocabulary development, what is discussed in the book is applicable to a wide range of topics in foreign language learning and development.

Arvustused

«Zhengs work has the merit of having innovatively opened the path for much needed applied research in L2 vocabulary development, which promises to advance our understanding of some of the factors playing a role in the development of non-native linguistic systems.» (Gloria Cappelli, Linguist List 26.645, January 2015)

Acknowledgements 10(3)
1 Introduction
13(6)
1.1 L2 vocabulary acquisition research
13(3)
1.2 Aims and significance of the study
16(1)
1.3 Organization of the book
17(2)
2 Towards a DST perspective on L2 vocabulary development
19(44)
2.1 A theoretical review of L2 vocabulary development
19(9)
2.1.1 A two-layered approach to L2 vocabulary knowledge
19(3)
2.1.2 Children's L1 semantic development
22(1)
2.1.3 Incidental or intentional vocabulary learning
23(3)
2.1.4 Three-stage model of lexical development
26(2)
2.2 Empirical findings on L2 vocabulary development
28(19)
2.2.1 At the macro level: Types of vocabulary use
29(10)
2.2.2 At the micro level: Network knowledge of individual words
39(8)
2.3 Towards a DST perspective on L2 vocabulary development
47(15)
2.3.1 Discrepancies between theories and empirical findings
48(3)
2.3.2 Dynamic Systems Theory in second language development
51(6)
2.3.3 L2 Motivational Self System
57(3)
2.3.3 Research focus of the present study
60(2)
2.4 Summary
62(1)
3 English Vocabulary Learning in China Today
63(14)
3.1 Learning and using English in China today
63(3)
3.2 Vocabulary learning in formal education
66(6)
3.2.1 Vocabulary goals before entering college
67(1)
3.2.2 Vocabulary goals in college
68(4)
3.3 Vocabulary learning outside school
72(4)
3.3.1 International English language tests
72(2)
3.3.2 English language popular culture
74(1)
3.3.3 Extracurricular activities, internship and part-time jobs
75(1)
3.4 Summary
76(1)
4 Research Design and Methodology
77(18)
4.1 Longitudinal multiple-case study
77(2)
4.2 Participants
79(1)
4.3 Data collection instruments
80(7)
4.3.1 Vocabulary Levels Test (VLT)
80(1)
4.3.2 Productive Vocabulary Levels Test (PVLT)
81(1)
4.3.3 The Lexical Frequency Profile (LFP)
82(1)
4.3.4 Vocabulary Depth Test (VDT)
83(2)
4.3.5 Think-aloud protocols
85(1)
4.3.6 Semi-structured interviews
86(1)
4.4 Procedures
87(4)
4.4.1 Recruitment of participants
87(1)
4.4.2 Individual research session arrangement
88(3)
4.5 Data analysis
91(1)
4.6 Establishing trustworthiness
92(1)
4.7 Summary
93(2)
5 Macro-level Vocabulary Development
95(22)
5.1 Receptive vocabulary size
95(4)
5.1.1 Overall Vocabulary Levels Test (VLT) scores
95(2)
5.1.2 Receptive vocabulary at five frequency levels
97(2)
5.2 Controlled productive vocabulary size
99(5)
5.2.1 Overall Productive Vocabulary Levels Test (PVLT) scores
99(3)
5.2.2 Controlled productive vocabulary at five frequency levels
102(2)
5.3 Receptive-productive relationships
104(5)
5.3.1 Overall P/R ratios
104(3)
5.3.2 P/R ratio changes broken down by five frequency levels
107(2)
5.4 Lexical richness in free productive vocabulary
109(4)
5.5 Discussion
113(3)
5.6 Summary
116(1)
6 Micro-level Vocabulary Development
117(46)
6.1 Quantitative examination of micro-level development
117(8)
6.1.1 Overall Vocabulary Depth Test (VDT) scores
117(3)
6.1.2 Respective scores of meaning senses and collocations
120(5)
6.2 Qualitative examination of micro-level development
125(20)
6.2.1 Incomplete semantization
125(8)
6.2.2 L1 influence
133(10)
6.2.3 Cross-linguistic awareness
143(2)
6.3 Dynamic development of micro-level vocabulary
145(14)
6.3.1 Acquisition of new meaning senses and collocations
145(1)
6.3.2 Attrition
146(5)
6.3.3 Non-acquisition
151(2)
6.3.4 Stabilization in L1-induced mistakes
153(2)
6.3.5 Emergent awareness
155(4)
6.4 Discussion
159(3)
6.5 Summary
162(1)
7 Situated Vocabulary Learning Experiences
163(42)
7.1 Learning experiences within the pedagogical context
163(28)
7.1.1 Curriculum context
164(2)
7.1.2 Classroom instruction
166(6)
7.1.3 Classroom interaction
172(2)
7.1.4 Assessment requirements
174(8)
7.1.5 Self-initiated extracurricular learning
182(9)
7.2 Learning experiences within the sociocultural contexts
191(10)
7.2.1 Real-life use of vocabulary
191(2)
7.2.2 Future use of vocabulary
193(2)
7.2.3 Mismatching life contexts
195(4)
7.2.4 Peer influence
199(2)
7.3 Discussion
201(3)
7.4 Summary
204(1)
8 Dynamic Vocabulary Development in a Foreign Language
205(24)
8.1 Overall findings
205(4)
8.1.1 Macro-level vocabulary development
205(2)
8.1.2 Micro-level vocabulary development
207(1)
8.1.3 Situated vocabulary learning experiences
208(1)
8.2 The Dynamic Model of Foreign Vocabulary Development
209(13)
8.2.1 Non-linearity and variability of L2 vocabulary development
212(2)
8.2.2 Situational forces from pedagogical and sociocultural contexts
214(1)
8.2.3 Motivational forces in terms of Ideal/Ought-to L2 Self
215(3)
8.2.4 Complex interaction
218(3)
8.2.5 Dynamic changes
221(1)
8.3 Implications
222(4)
8.4 Future research
226(3)
References 229(18)
Appendix I Vocabulary Depth Test(VDT) 247(8)
Appendix II An interview guide with major topics 255(2)
Appendix III Writing sample submitted to the LFP analysis 257(2)
Appendix IV Detailed information about the LFP statistics 259(2)
Index 261
Yongyan Zheng is Lecturer in the School of Foreign Languages and Literatures, Fudan University, China. She obtained her PhD in Applied Linguistics from the University of Hong Kong with the auspices of Swire PRC-HKU Doctoral Scholarship. Her research interests include Dynamic Systems Theory of second language development, second language vocabulary acquisition and learner dictionary use.
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