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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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10. Follow-up analyses: Worksheets and data triangulation


10. Follow-up analyses: Worksheets and data triangulation

The previous chapter has presented the major analytical part of the current study, which is the re-analysis of the ADEQUA I video data in terms of L2 readers’ lexical and conceptual awareness and challenges (chapter 9). Yet, apart from the ADEQUA I videos, there are two further types of data available which have been collected during the ADEQUA I task sessions:

(1) Joker lists – per learner pair (words which the students considered difficult and which they therefore looked up in a dictionary)

(2) Task sheets, especially the clunk sheets – per student, but available for the Click & Clunk (CC) task format only, not for Ping-Pong Split (PP).

None of these data has previously been examined in terms of lexical and conceptual aspects. As expounded in section 6.7.1, the ADEQUA project originally focused on students’ learning strategy use and teacher support. Consequently, the videos had been analyzed extensively with respect to reading strategies, whereas the worksheets had solely been regarded as part of the learning environment that is conducive to learning strategy use and to providing a structured means to approach a challenging text in the target language (see the description of the task types in section For that reason, the data from the students’ worksheets have not been subjected to any kind of analysis so far. In the present project, however, students’ written responses are regarded as a valuable complement to the oral data...

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