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# Lexical and Conceptual Awareness in L2 Reading

## 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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# 9.7. Results of the video/ transcript analysis

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9.7. Results of the video/ transcript analysis

This section will present the results of the video/ transcript analysis. Analogously to the piloting procedure, some quantitative overviews will be compiled first in order to gain an initial overview of the data and the codings (section 9.7.1). Afterwards, we will take a deeper look into the data by orienting towards the research questions that were posed above (sections 9.7.2 to 9.7.4). Throughout this process, it will be checked whether any substantial differences prevail between the two different task types and the two text types (see RQ4).

9.7.1. General quantitative overviews of the data

The current section will provide some quantitative overviews of the data to obtain a general orientation of the coding results, so to lay a foundation for the more detailed discussions of single aspects in the ensuing sections. In all tabulations, usually an absolute number will be given first (i.e. the total number of codings) before an average based on the transcript sample will be calculated (i.e. the mean value, e.g. the absolute number divided by 78 when speaking of the entire set of transcripts or divided by 40 when focusing on the Snow transcripts only). The←342 | 343→ quotient will contain 4 decimals in each case, with the last decimal being rounded whenever necessary.

9.7.1.1. Distribution of codings across text and task types

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