30.4871, Diss: English; Language Acquisition: Author: Paul Richard Booth: ''The interplay between lexis and learning: a study of second language vocabulary profiles and learning style''

LINGUIST List: Vol-30-4871. Sat Dec 28 2019. ISSN: 1069 - 4875.

Subject: 30.4871, Diss:  English; Language Acquisition: Author: Paul Richard Booth: ''The interplay between lexis and learning: a study of second language vocabulary profiles and learning style''

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Date: Sat, 28 Dec 2019 10:32:57
From: Paul Booth [[email protected]]
Subject: The interplay between lexis and learning: a study of second language vocabulary profiles and learning style

 
Institution: Kingston University 
Program: PhD 
Dissertation Status: Completed 
Degree Date: 2010 

Author: Paul Richard Booth

Dissertation Title: The interplay between lexis and learning: a study of second 
language vocabulary profiles and learning style 

Linguistic Field(s): Language Acquisition

Subject Language(s): English (eng)


Dissertation Director(s):
Clarissa Wilks
Francois Nectoux

Dissertation Abstract:

Second language learners tend to follow a predictable pattern when they
acquire vocabulary. More common words tend to be acquired before less
frequent. However, we find that there is considerable variability within group
patterns. Learning style is examined in this study to help understand why
lexical variability can be found with seemingly similar learners. The central
argument put forward in this thesis is that learning style can help to
understand how L2 learners differ in their productive use of lexis.

Learners were tested for memory and analysis and their vocabulary was measured
for lexical rarity and diversity via written texts. As the studies unfolded,
the unpredictable nature of L2 lexis highlighted the need to take into account
both groups and individuals over different points in time. The main findings
show that low proficiency learners with good memories correlate to lexical
rarity but that there is a more subtle relationship between analytical
learners, proficiency and grammar words. Over time, lexical gains beyond the
2,000 frequency level are found with an analytic learning style. Individual
lexical trajectories over several points in time highlighted the influence of
task topic on lexical rarity but it was not related to lexical diversity.
Lexical trajectories also tend to be more variable with memory orientated
learners. Overall, lexical diversity is more stable with learners of
increasing strengths in analysis. No direct relationship was found between
holistic quality ratings of texts and quantitative measures of lexical
frequency or diversity. 

The results are discussed which lend some support to a Dynamic Systems Theory
of SLA (de Bot et al 2007) which highlights the self-organisation of systems
on different levels. In particular, an analytical approach to learning
encourages stable patterns of lexical diversity which is argued through the
recycling of semantically opaque lexis. Lexical production in response to task
topic is related to frequency more than any particular learning style. The
pedagogical implications of these findings are also discussed and
recommendations are made to help learners notice and restructure their
language.




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