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Lexical and Conceptual Awareness in L2 Reading

An Exploratory Study

by Jennifer Schluer (Author)
©2017 Thesis 690 Pages

Summary

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.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Table of contents
  • List of tables
  • List of figures
  • List of abbreviations
  • Acknowledgments
  • Part I: Introduction
  • 1. Introduction
  • Part II: Theoretical Part
  • 2. General introduction to the theoretical part
  • 2.1. A note on contexts and targets of L2 learning
  • 2.2. Relevance of the topic and research gap
  • 3. Awareness
  • 3.1. Consciousness, perception, noticing, and understanding
  • 3.2. Metacognitive awareness
  • 3.3. Metalinguistic awareness
  • 3.3.1. Metalinguistic awareness and metalanguage
  • 3.3.2. Research on L1 metalinguistic awareness
  • 3.3.3. Research on L2 metalinguistic awareness
  • 3.3.4. Research on metalinguistic awareness and multilingualism
  • 3.4. Language Awareness
  • 3.5. Culture
  • 3.5.1. Characteristics of culture
  • 3.5.2. The iceberg model of culture
  • 3.6. Cultural awareness
  • 3.7. The relationship between language and culture
  • 3.8. Lexicalized concepts at the inferface of LA and CA on the word level
  • 3.9. The iceberg analogy of lexical and conceptual awareness
  • 3.10. The current awareness construct
  • 4. Lexis
  • 4.1. What is a word?
  • 4.1.1. Word awareness in L1 research
  • 4.1.2. Word awareness in L2 reading
  • 4.2. Previous uses of the term lexical awareness in the literature
  • 4.2.1. Lexical awareness in L1 research
  • 4.2.2. Lexical awareness in L2 research
  • 4.3. Aspects of word knowledge
  • 4.3.1. Basic constituents of a lexical item
  • 4.3.2. The complexity of word knowledge
  • 4.3.2.1. Form
  • 4.3.2.2. Meaning
  • 4.3.2.3. Use
  • 4.3.3. Interrelatedness of word-related features
  • 4.3.4. The incremental nature of word learning
  • 4.3.5. Breadth and depth of word knowledge
  • 4.4. Factors of ease and difficulty in L2 word learning
  • 4.4.1. Word-internal factors
  • 4.4.2. Cross-linguistic factors and transfer
  • 4.4.2.1. Cognates
  • 4.4.2.2. False friends
  • 4.5. Lexical awareness in L2 learning and reading
  • 4.5.1. Phonological awareness
  • 4.5.1.1. Awareness of grapheme-phoneme correspondences
  • 4.5.1.2. Awareness of onomatopoesis
  • 4.5.2. Orthographic awareness
  • 4.5.3. Morphological awareness
  • 4.5.3.1. Inflection and derivation
  • 4.5.3.2. Word-formation
  • 4.5.3.3. Word parts and semantic transparency
  • 4.5.3.4. Deceptive transparency
  • 4.5.3.5. Multi-word units
  • 4.5.3.6. Synthesis of research on L1 and L2 morphological awareness
  • 4.5.4. Syntactic awareness
  • 4.5.5. Semantic awareness
  • 4.5.5.1. Synthesis of research on L1 and L2 semantic awareness
  • 4.5.5.2. Synonymy
  • 4.5.5.3. Antonymy
  • 4.5.5.4. Hyponymy
  • 4.5.5.5. Meronymy
  • 4.5.5.6. Polysemy
  • 4.5.5.7. Homonymy
  • 4.5.6. Text structure awareness and discourse structure awareness
  • 5. Concepts
  • 5.1. What is a concept?
  • 5.2. Theories of mental categorization and conceptual organization
  • 5.2.1. Classical theories
  • 5.2.2. Prototype approaches
  • 5.2.3. Exemplar views
  • 5.2.4. Mixed approaches and current state of the art
  • 5.3. Conceptual combination
  • 5.4. Word(s,) meanings and concepts
  • 5.4.1. Words and concepts
  • 5.4.2. Word meanings and concepts
  • 5.4.2.1. Two-level semantics
  • 5.4.2.2. Three levels of representation
  • 5.4.2.3. Intermediate summary on the boundary between lexical and conceptual representations
  • 5.5. Concepts across languages and cultures
  • 5.5.1. Experiential view of conceptual development
  • 5.5.2. Acculturation model
  • 5.5.3. Concepts and culture
  • 5.5.4. Previous research on different conceptual domains
  • 5.5.5. Degrees of conceptual (non-)equivalence across languages and cultures
  • 5.5.5.1. Conceptual equivalence or near-equivalence
  • 5.5.5.2. Partial (non-)equivalence
  • 5.5.5.3. Conceptual non-equivalence
  • 5.5.5.4. Continuum of conceptual (non-)equivalence
  • 5.6. Models of L2 lexical and conceptual representation
  • 5.6.1. The bilingual mental lexicon
  • 5.6.2. The word association model and the concept mediation model by Potter et al. (1984)
  • 5.6.3. The revised hierarchical model (RHM) by Kroll & Stewart (1994)
  • 5.6.4. The distributed feature model (DFM) by de Groot (1992)
  • 5.6.5. The shared (distributed) asymmetrical model (SAM) by Dong et al. (2005)
  • 5.6.6. The modified hierarchical model (MHM) by Pavlenko (2009)
  • 5.7. L2 lexical and conceptual development
  • 5.7.1. The three-stage model of L2 lexical development by Jiang (2000)
  • 5.7.2. The semantic equivalence hypothesis
  • 5.7.3. Conceptual transfer
  • 5.8. L2 conceptual awareness
  • 6. L2 reading comprehension
  • 6.1. What is L2 reading comprehension?
  • 6.1.1. Introduction to the component constructs
  • 6.1.2. Interactive top-down and bottom-up processing
  • 6.1.3. Basic components in models of the reading process
  • 6.1.4. Reading strategies
  • 6.1.5. Affective factors and interests
  • 6.1.6. Contextual variables
  • 6.1.7. Background knowledge
  • 6.1.8. Differences and similarities between L1 and L2 reading
  • 6.2. Models and theories of reading comprehension
  • 6.2.1. Schema theory and reading comprehension
  • 6.2.1.1. Origins of schema theory
  • 6.2.1.2. Characteristics and types of schemata
  • 6.2.1.3. Functions of schemata in comprehension
  • 6.2.1.4. Cross-cultural schemata and reading comprehension
  • 6.2.1.5. Criticisms of schema theory
  • 6.2.2. Van Dijk & Kintsch’s model of discourse comprehension
  • 6.2.3. Kintsch’s construction-integration model
  • 6.3. Vocabulary and reading comprehension
  • 6.3.1. Word recognition (lexical access)
  • 6.3.2. Vocabulary threshold to reading comprehension
  • 6.3.3. Lexical inferencing in reading
  • 6.3.4. Hypotheses on the relationship between vocabulary knowledge and reading comprehension
  • 6.4. Concepts and reading comprehension
  • 6.5. The iceberg analogy of reading
  • 6.6. Review of pertinent prior studies at schools in Germany
  • 6.6.1. Research at the Ludwigsburg University of Education
  • 6.6.2. PISA studies with a focus on reading competence
  • 6.6.2.1. The PISA literacy construct
  • 6.6.2.2. Results of PISA 2000
  • 6.6.2.3. Results of PISA 2009
  • 6.6.3. DESI study on competencies in German and English
  • 6.6.3.1. Reading competence in EFL
  • 6.6.3.2. Language awareness in EFL
  • 6.6.3.3. Learning strategies in EFL
  • 6.6.3.4. Video study of EFL classrooms
  • 6.6.4. Finkbeiner’s (2005) study on strategies and interests in EFL reading
  • 6.6.4.1. Pilot studies
  • 6.6.4.2. First part of the main study (quantitative focus)
  • 6.6.4.3. Second part of the main study (qualitative focus)
  • 6.6.4.4. Exploratory intercultural study
  • 6.7. The ADEQUA project
  • 6.7.1. Aims of the ADEQUA project
  • 6.7.2. Procedure
  • 6.7.2.1. Target group (ADEQUA I)
  • 6.7.2.2. Task formats
  • 6.7.2.3. Texts used
  • 6.7.2.4. Videography of task and recall session and further instruments used
  • 6.7.2.5. Video transcription and analysis
  • 6.7.3. Central findings
  • 6.8. Summary of previous findings in light of the present research goals
  • Part III: Empirical Part
  • 7. General introduction to the empirical part
  • 8. Pre-analyses: Texts used in the ADEQUA I study
  • 8.1. ADEQUA focus words
  • 8.1.1. ADEQUA focus words of the Tornado text
  • 8.1.2. ADEQUA focus words of the Snow text
  • 8.2. Frequency analyses based on the COCA corpus
  • 8.2.1. Comparison of the Snow and the Tornado texts based on the COCA frequency scores
  • 8.2.2. Words from the lowest frequency ranges in the Tornado text as indicated by the COCA corpus
  • 8.2.3. Words from the lowest frequency ranges in the Snow text as indicated by the COCA corpus
  • 8.2.4. Exemplary comparison of the COCA results with the BNC corpus
  • 8.2.5. Summary of the corpora analyses
  • 8.3. Pre-analyses based on the theoretical constructs of lexical and conceptual awareness
  • 8.3.1. Pre-analysis of the Tornado text in terms of lexical and conceptual challenges
  • 8.3.1.1. Lexical
  • 8.3.1.2. Conceptual
  • 8.3.2. Pre-analysis of the Snow text in terms of lexical and conceptual challenges
  • 8.3.2.1. Lexical
  • 8.3.2.2. Conceptual
  • 8.3.3. Grammatical clunks
  • 8.3.4. Summary of the clunk-related pre-analyses in terms of lexical and conceptual challenges in the Snow text and in the Tornado text
  • 9. Main analyses: ADEQUA I videos and transcripts
  • 9.1. Research questions
  • 9.2. Qualitative content analysis
  • 9.2.1. Characteristics of content analysis
  • 9.2.2. Characteristics of qualitative content analysis
  • 9.2.3. Steps in qualitative content analysis
  • 9.3. Data corpus
  • 9.3.1. Description and conversion of the original ADEQUA I transcripts
  • 9.3.2. Anonymization and formatting of the transcripts
  • 9.3.3. Proof-reading and revision of the transcripts
  • 9.3.4. Transcription conventions
  • 9.3.5. Upload into MAXQDA 11
  • 9.4. Analytical procedure
  • 9.4.1. Choice of an analytical technique
  • 9.4.2. Development of a category system
  • 9.4.3. Definition of the analytical units
  • 9.4.4. Coding procedure
  • 9.5. Pilot study
  • 9.5.1. Revision of the category system during the piloting procedure
  • 9.5.2. Coding results from the piloting phase
  • 9.6. Procedure main analyses
  • 9.6.1. Overview of the data corpus
  • 9.6.2. Revision of the category system
  • 9.6.3. Creation of code sets, document sets, and document variables
  • 9.7. Results of the video/ transcript analysis
  • 9.7.1. General quantitative overviews of the data
  • 9.7.1.1. Distribution of codings across text and task types
  • 9.7.1.2. Number of codings in relation to word count
  • 9.7.2. Research question 1: Items under discussion
  • 9.7.2.1. Item codings across text and task types
  • 9.7.2.2. Top items in the Snow and Tornado sets
  • 9.7.2.3. Qualitative analysis of the top items in the Snow corpus
  • 9.7.2.4. Qualitative analysis of the top items in the Tornado corpus
  • 9.7.2.5. Qualitative analysis of further noteworthy items
  • 9.7.2.6. Synthesis of findings on top items
  • 9.7.3. Research question 2: Types of lexical and conceptual awareness
  • 9.7.3.1. General overview of all lexical and conceptual categories
  • 9.7.3.2. Top lexical and conceptual categories
  • 9.7.3.3. Lexical and conceptual codings across text types and task types
  • 9.7.3.4. Lexical and conceptual codings according to code sets (Given or lacking lexical and conceptual awareness)
  • 9.7.3.5. Lexical and conceptual codings according to gender
  • 9.7.3.6. Lexical and conceptual codings according to school tier
  • 9.7.4. Research question 3: Co-occurrences of items and of lexical and conceptual categories
  • 9.7.4.1. Top co-occurrences of Snow items and lexical and conceptual categories
  • 9.7.4.2. Top co-occurrences of Tornado items and lexical and conceptual categories
  • 9.7.4.3. Top co-occurrences of lexical and conceptual categories
  • 10. Follow-up analyses: Worksheets and data triangulation
  • 10.1. Worksheet analyses: joker lists and clunk sheets
  • 10.1.1. Types of worksheet data
  • 10.1.1.1. Joker lists
  • 10.1.1.2. Clunk sheets
  • 10.1.2. Aims of the worksheet analyses
  • 10.1.3. Analysis and findings of the worksheet analyses
  • 10.1.3.1. Joker lists
  • 10.1.3.2. Clunk sheets
  • 10.2. Comparison of the clunk and joker lists with the findings from the transcript analyses
  • 10.2.1. Joker lists compared to the top items from the lexical and conceptual analysis
  • 10.2.2. Clunk lists compared to the top items from the lexical and conceptual analysis
  • 10.3. Comparison of the pre- and follow-up analyses with the findings from the main analyses
  • 10.4. Quality criteria
  • 10.4.1. Reliability
  • 10.4.1.1. Reflexive accounting
  • 10.4.1.2. Intercoder reliability
  • 10.4.1.3. Continuous controls
  • 10.4.2. Validity
  • 10.4.2.1. Triangulation
  • 10.4.2.2. Communicative validation
  • 10.4.2.3. Semantic validity
  • 10.4.2.4. Sampling validity
  • 10.4.2.5. Construct validity
  • Part IV: Discussion
  • 11. Discussion
  • 11.1. Summary of findings
  • 11.1.1. RQ1: Items discussed by the L2 readers
  • 11.1.2. RQ2: Evidence of lexical and conceptual awareness and challenges
  • 11.1.3. RQ3: Common co-occurrence patterns
  • 11.1.4. RQ4: Comparison of data subsets
  • 11.2. Comparison of the present findings to previous studies
  • 11.2.1. The role of words and concepts in reading comprehension
  • 11.2.2. L2 readers’ reliance on prior knowledge
  • 11.2.3. Connection between reading strategies and lexical and conceptual awareness
  • 11.3. Implications for research and theory
  • 11.3.1. Reviewing the category system
  • 11.3.2. Revisiting the iceberg model of lexical and conceptual awareness
  • 11.4. Recommendations for further research on lexical and conceptual awareness
  • 11.4.1. Video-based approach to investigate concepts
  • 11.4.2. Tasks and task session
  • 11.4.3. Contents and timing of the test instruments
  • 11.4.4. Item selection process
  • 11.4.5. Recall session
  • 11.4.6. Interviewer style
  • 11.4.7. Transcription conventions
  • 11.4.8. Software program
  • 11.4.9. Revision and refinement of categories
  • 11.5. Implications for teaching
  • 11.5.1. Teaching approach: Lexical and conceptual scaffolding
  • 11.5.1.1. Advance organizers
  • 11.5.1.2. Comparative principle
  • 11.5.1.3. Multiperspectivity
  • 11.5.1.4. Item selection for ‘rich instruction’
  • 11.5.1.5. Use of context and other back-up mechanisms
  • 11.5.2. Raising lexical awareness
  • 11.5.2.1. General suggestions
  • 11.5.2.2. Phonology and orthography
  • 11.5.2.3. Morphology
  • 11.5.2.4. Semantics
  • 11.5.3. Raising conceptual awareness
  • 11.5.3.1. General suggestions and sample activities
  • 11.5.3.2. Degrees of conceptual (non-)equivalences
  • 11.5.3.3. Ketchum’s (2006) 3R model
  • 11.5.4. Teacher Language Awareness
  • Part V: Conclusion
  • 12. Conclusion
  • References
  • 13. References
  • Appendix
  • A. Results from the key word searches in three educational and psychological online databases
  • B. Texts used in the ADEQUA study: The Snow text
  • C. Texts used in the ADEQUA study: The Tornado text
  • D. Task formats used in the ADEQUA study: Ping-Pong Split (here exemplified with the Snow text)
  • E. Task formats used in the ADEQUA study: Click & Clunk (here exemplified with the Tornado text)
  • F. Coding manual (short version)
  • Series index

Jennifer Schluer

Lexical and Conceptual Awareness
in L2 Reading

An Exploratory Study

About the author

Jennifer Schluer is an applied linguist and currently works as a researcher and lecturer at the English department of the University of Kassel, Germany. Her fields of interest include L2 reading and (academic) writing, language awareness and cultural awareness, multilingualism and intercultural communication.

About the book

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.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Table of contents

List of tables

List of figures

List of abbreviations

Acknowledgments

Part I: Introduction

1. Introduction

Part II: Theoretical Part

2. General introduction to the theoretical part

2.1. A note on contexts and targets of L2 learning

2.2. Relevance of the topic and research gap

3. Awareness

3.1. Consciousness, perception, noticing, and understanding

3.2. Metacognitive awareness

3.3. Metalinguistic awareness

3.3.1. Metalinguistic awareness and metalanguage

3.3.2. Research on L1 metalinguistic awareness

3.3.3. Research on L2 metalinguistic awareness

3.3.4. Research on metalinguistic awareness and multilingualism

3.4. Language Awareness

3.5. Culture

3.5.1. Characteristics of culture

3.5.2. The iceberg model of culture

3.6. Cultural awareness

3.7. The relationship between language and culture←v | vi→

3.8. Lexicalized concepts at the inferface of LA and CA on the word level

3.9. The iceberg analogy of lexical and conceptual awareness

3.10. The current awareness construct

4. Lexis

4.1. What is a word?

4.1.1. Word awareness in L1 research

4.1.2. Word awareness in L2 reading

4.2. Previous uses of the term lexical awareness in the literature

4.2.1. Lexical awareness in L1 research

4.2.2. Lexical awareness in L2 research

4.3. Aspects of word knowledge

4.3.1. Basic constituents of a lexical item

4.3.2. The complexity of word knowledge

4.3.2.1. Form

4.3.2.2. Meaning

4.3.2.3. Use

4.3.3. Interrelatedness of word-related features

4.3.4. The incremental nature of word learning

4.3.5. Breadth and depth of word knowledge

4.4. Factors of ease and difficulty in L2 word learning

4.4.1. Word-internal factors

4.4.2. Cross-linguistic factors and transfer

4.4.2.1. Cognates

4.4.2.2. False friends

4.5. Lexical awareness in L2 learning and reading

4.5.1. Phonological awareness

4.5.1.1. Awareness of grapheme-phoneme correspondences

4.5.1.2. Awareness of onomatopoesis

4.5.2. Orthographic awareness

4.5.3. Morphological awareness

4.5.3.1. Inflection and derivation

4.5.3.2. Word-formation

4.5.3.3. Word parts and semantic transparency

4.5.3.4. Deceptive transparency←vi | vii→

4.5.3.5. Multi-word units

4.5.3.6. Synthesis of research on L1 and L2 morphological awareness

4.5.4. Syntactic awareness

4.5.5. Semantic awareness

4.5.5.1. Synthesis of research on L1 and L2 semantic awareness

4.5.5.2. Synonymy

4.5.5.3. Antonymy

4.5.5.4. Hyponymy

4.5.5.5. Meronymy

4.5.5.6. Polysemy

4.5.5.7. Homonymy

4.5.6. Text structure awareness and discourse structure awareness

5. Concepts

5.1. What is a concept?

5.2. Theories of mental categorization and conceptual organization

5.2.1. Classical theories

5.2.2. Prototype approaches

5.2.3. Exemplar views

5.2.4. Mixed approaches and current state of the art

5.3. Conceptual combination

5.4. Word(s,) meanings and concepts

5.4.1. Words and concepts

5.4.2. Word meanings and concepts

5.4.2.1. Two-level semantics

5.4.2.2. Three levels of representation

5.4.2.3. Intermediate summary on the boundary between lexical and conceptual representations

5.5. Concepts across languages and cultures

5.5.1. Experiential view of conceptual development

5.5.2. Acculturation model

5.5.3. Concepts and culture

5.5.4. Previous research on different conceptual domains←vii | viii→

5.5.5. Degrees of conceptual (non-)equivalence across languages and cultures

5.5.5.1. Conceptual equivalence or near-equivalence

5.5.5.2. Partial (non-)equivalence

5.5.5.3. Conceptual non-equivalence

5.5.5.4. Continuum of conceptual (non-)equivalence

5.6. Models of L2 lexical and conceptual representation

5.6.1. The bilingual mental lexicon

5.6.2. The word association model and the concept mediation model by Potter et al. (1984)

5.6.3. The revised hierarchical model (RHM) by Kroll & Stewart (1994)

5.6.4. The distributed feature model (DFM) by de Groot (1992)

5.6.5. The shared (distributed) asymmetrical model (SAM) by Dong et al. (2005)

5.6.6. The modified hierarchical model (MHM) by Pavlenko (2009)

5.7. L2 lexical and conceptual development

5.7.1. The three-stage model of L2 lexical development by Jiang (2000)

5.7.2. The semantic equivalence hypothesis

5.7.3. Conceptual transfer

5.8. L2 conceptual awareness

6. L2 reading comprehension

6.1. What is L2 reading comprehension?

6.1.1. Introduction to the component constructs

6.1.2. Interactive top-down and bottom-up processing

6.1.3. Basic components in models of the reading process

6.1.4. Reading strategies

6.1.5. Affective factors and interests

6.1.6. Contextual variables

6.1.7. Background knowledge

6.1.8. Differences and similarities between L1 and L2 reading

6.2. Models and theories of reading comprehension

6.2.1. Schema theory and reading comprehension

6.2.1.1. Origins of schema theory←viii | ix→

6.2.1.2. Characteristics and types of schemata

6.2.1.3. Functions of schemata in comprehension

6.2.1.4. Cross-cultural schemata and reading comprehension

6.2.1.5. Criticisms of schema theory

6.2.2. Van Dijk & Kintsch’s model of discourse comprehension

6.2.3. Kintsch’s construction-integration model

6.3. Vocabulary and reading comprehension

6.3.1. Word recognition (lexical access)

6.3.2. Vocabulary threshold to reading comprehension

6.3.3. Lexical inferencing in reading

6.3.4. Hypotheses on the relationship between vocabulary knowledge and reading comprehension

6.4. Concepts and reading comprehension

6.5. The iceberg analogy of reading

6.6. Review of pertinent prior studies at schools in Germany

6.6.1. Research at the Ludwigsburg University of Education

6.6.2. PISA studies with a focus on reading competence

6.6.2.1. The PISA literacy construct

6.6.2.2. Results of PISA 2000

6.6.2.3. Results of PISA 2009

6.6.3. DESI study on competencies in German and English

6.6.3.1. Reading competence in EFL

6.6.3.2. Language awareness in EFL

6.6.3.3. Learning strategies in EFL

6.6.3.4. Video study of EFL classrooms

6.6.4. Finkbeiner’s (2005) study on strategies and interests in EFL reading

6.6.4.1. Pilot studies

6.6.4.2. First part of the main study (quantitative focus)

6.6.4.3. Second part of the main study (qualitative focus)

6.6.4.4. Exploratory intercultural study

6.7. The ADEQUA project

6.7.1. Aims of the ADEQUA project

6.7.2. Procedure

6.7.2.1. Target group (ADEQUA I)

6.7.2.2. Task formats

6.7.2.3. Texts used←ix | x→

6.7.2.4. Videography of task and recall session and further instruments used

6.7.2.5. Video transcription and analysis

6.7.3. Central findings

6.8. Summary of previous findings in light of the present research goals

Part III: Empirical Part

7. General introduction to the empirical part

8. Pre-analyses: Texts used in the ADEQUA I study

8.1. ADEQUA focus words

8.1.1. ADEQUA focus words of the Tornado text

8.1.2. ADEQUA focus words of the Snow text

8.2. Frequency analyses based on the COCA corpus

8.2.1. Comparison of the Snow and the Tornado texts based on the COCA frequency scores

8.2.2. Words from the lowest frequency ranges in the Tornado text as indicated by the COCA corpus

8.2.3. Words from the lowest frequency ranges in the Snow text as indicated by the COCA corpus

8.2.4. Exemplary comparison of the COCA results with the BNC corpus

8.2.5. Summary of the corpora analyses

8.3. Pre-analyses based on the theoretical constructs of lexical and conceptual awareness

8.3.1. Pre-analysis of the Tornado text in terms of lexical and conceptual challenges

8.3.1.1. Lexical

8.3.1.2. Conceptual

8.3.2. Pre-analysis of the Snow text in terms of lexical and conceptual challenges

8.3.2.1. Lexical

8.3.2.2. Conceptual

8.3.3. Grammatical clunks←x | xi→

8.3.4. Summary of the clunk-related pre-analyses in terms of lexical and conceptual challenges in the Snow text and in the Tornado text

9. Main analyses: ADEQUA I videos and transcripts

9.1. Research questions

9.2. Qualitative content analysis

9.2.1. Characteristics of content analysis

9.2.2. Characteristics of qualitative content analysis

9.2.3. Steps in qualitative content analysis

9.3. Data corpus

9.3.1. Description and conversion of the original ADEQUA I transcripts

Details

Pages
690
Year
2017
ISBN (PDF)
9783631725108
ISBN (ePUB)
9783631725115
ISBN (MOBI)
9783631725122
ISBN (Hardcover)
9783631724972
DOI
10.3726/b11279
Language
English
Publication date
2017 (September)
Keywords
Cultural Awareness Vocabulary Learning Vocabulary Teaching Lexical Awareness Language Awareness Video Analysis
Published
Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. XXVI, 690 pp., 35 b/w ill., 51 tables

Biographical notes

Jennifer Schluer (Author)

Jennifer Schluer is an applied linguist and currently works as a researcher and lecturer at the English department of the University of Kassel, Germany. Her fields of interest include L2 reading and (academic) writing, language awareness and cultural awareness, multilingualism and intercultural communication.

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Title: Lexical and Conceptual Awareness in L2 Reading
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