The Relationship of Language Proficiency to the Lexical Availability of Learners of Spanish

Hernández, Marta Samper

doi:10.1007/978-94-007-7158-1_7

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…The best indicator of the overall composition quality is probably the vocabulary proficiency (Santos, 1988). Furthermore, the results of the LA studies on the relationship between available lexicon and language proficiency (e.g., Samper Hernández, 2014) have confirmed the superiority of advanced learners’ lexical productions (both tokens and types) over lower level learners. Keeping all this in mind, the authors dare to conclude that the learner scoring a high score on his or her composition has a rich vocabulary basis that results in more retrieved words.…”

Section: Discussionmentioning

confidence: 87%

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Lexical availability and writing ability of EFL learners

Akbarian

Farrokhi

2020

Int J App Linguistics

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Studies on lexical availability (LA) reveal a different dimension of vocabulary knowledge and development. Likewise, this study explores (a) the relationship between LA and writing ability of male and female learners and (b) differences and similarities between the tokens and types of the words they generated. An LA task and a composition test were administered to 100 (50 males and 50 females) EFL learners. The results highlight a positive correlation between LA and the writing scores for both males and females. Frequency analyses and t‐test results also show no differences between male and female learners in terms of tokens and types of the retrieved words. Thus, lexical availability studies can provide similar pedagogical implications in instructing writing skill for both male and female EFL learners.

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Section: Discussionmentioning

confidence: 87%

“…Within the PanHispanic framework, Samper Hernández (2014) investigated the effect of proficiency level on the LA of Spanish learners as an FL in an immersion background. She focused on the LA at two (Basic and Advanced) levels and analyzed the outcomes from both quantitative and qualitative perspectives.…”

Section: Review Of Literaturementioning

confidence: 99%

Lexical availability and writing ability of EFL learners

Akbarian

Farrokhi

2020

Int J App Linguistics

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“…Studies dealing with L2 Spanish are quite scarce (Carcedo González, 1998a;López Rivero, 2008;Samper Hernández, 2002;Šifrar Kalan, 2009; among others) and, specifically, those dealing with L2 English are even more limited (Germany & Cartes, 2000;Jiménez Catalán & Ojeda Alba, 2009, 2010, even though the recent monograph edited by Jiménez Catalán (2014) has tried to fill this gap by joining both L2 Spanish and L2 English research in the same volume. Those studies dealing with lexical availability in L2 Spanish and L2 English have examined the incidence of variables such as age (Jiménez Catalán, Agustín Llach, Fernández Fontecha & Canga Alonso, 2014), gender , proficiency level (Samper Hernández, 2014), and instruction (López González, 2014), among others.…”

Section: Effect Of Language Proximity On Lexical Availabilitymentioning

confidence: 99%

The effects of language typology on L2 lexical availability and spelling accuracy

Martínez-Adrián

Puerto

2017

ijes

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This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the 'total number of words' and the 'total number of words containing spelling mistakes' per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy.

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EFL learners’ lexical availability: Effect of L1 background and prompt

Akbarian,

Rafiei,

Jalilzadeh

2024

Language Teaching Research

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Lexical availability studies provide valuable insights into learners’ breadth and depth of controlled productive vocabulary, and structure of their lexicon. Yet, little is known about the performance of different-L1 learners on different prompts. Likewise, this study compared the available lexicon of three different-L1 groups of learners of English as a foreign language (EFL) (L1-Persian, L1-Arabic, and L1-Turkish) to explore whether first language (L1) background and type of prompt (concrete vs. abstract) yield quantitative and qualitative differences in retrieving available lexicon. An online New Vocabulary Levels Test and a lexical availability task were administered to 116 tertiary different-L1 EFL learners. Studying concrete and abstract prompts would uncover the intricate cognitive processes in word processing and retrieval, and semantic organization. The findings revealed that both L1 background and type of prompt impacted their lexical availability output, resulting in differences between the groups in the words generated for different prompts on the task. L1-Persian learners outperformed L1-Arabic and L1-Turkish learners in terms of number and quality of the words for the task. Moreover, the type of prompt meaningfully interacted with L1 background in eliciting words on the task; the three groups differed in word retrieval on both prompts but generated more words on concrete, than abstract, prompts. Thus, EFL teachers and materials developers can improve vocabulary instruction via considering L1 background in selecting or designing teaching materials or syllabi. Additionally, more tasks with abstract words would increase exposure to such words, and thus their ease in retrieval.

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The Relationship of Language Proficiency to the Lexical Availability of Learners of Spanish

Cited by 3 publications

References 3 publications

Lexical availability and writing ability of EFL learners

Lexical availability and writing ability of EFL learners

The effects of language typology on L2 lexical availability and spelling accuracy

EFL learners’ lexical availability: Effect of L1 background and prompt

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