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Lexical and Conceptual Awareness in L2 Reading

An Exploratory Study


Jennifer Schluer

The book explores the novel field of lexical and conceptual awareness in L2 reading from both a theoretical and an empirical perspective. The theoretical part consists of a thorough literature review of the key terms. The empirical part presents an in-depth analysis of L2 learners’ lexical and conceptual awareness/challenges based on text and worksheet data as well as 110 hours of video material. In total, data from 156 L2 learners participating in video-taped collaborative reading scenarios and the corresponding stimulated recall sessions have been analyzed in a primarily qualitative manner. The results demonstrate the multidimensionality of the two major constructs and highlight learners’ need for further support. Theoretical, methodological and practical recommendations are provided.

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7. General introduction to the empirical part


7. General introduction to the empirical part

The previous chapters have demonstrated the relevance of lexical and conceptual aspects in L2 reading. However, so far no study has explicitly investigated learners’ lexical and conceptual awareness in L2 reading – neither on an international level (see e.g. the review by Svalberg, 2016, pp. 5–6) nor on the national level (Germany) on which the present research can be situated (cf. e.g. the focus on grammatical aspects of language awareness in the Ludwigsburg as well as the DESI studies, as reviewed in sections 6.6.1 and The current research therefore aims at laying a first foundation for this research strand by re-examining an existing video corpus from the new perspective of lexical and conceptual awareness.

More precisely, the empirical part of the present work consists of three major components: a series of pre-analyses, the main analyses (video/ transcript analyses), and several follow-up analyses. As the labels suggest, the pre-analyses have been performed before the empirical insights have been gained from the ADEQUA I video corpus, and the follow-up analyses have been conducted after the main analyses of lexical and conceptual awareness/ challenges. The major steps are shown in Figure 7–1 and will be briefly explained below.

Figure 7–1: Overview of the empirical part.

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