Vocabulary and Writing in a First and Second Language: Processes and Development [Kietas viršelis]

List of Tables		viii
List of Figures		x
Acknowledgements		xi
Foreword		xiii
Alister Cumming
1 Introduction		1
1.1 What is this book about?		1
1.2 The linguistic situation and educational setting in Denmark		3
1.3 Focus of the study		5
1.4 Informants		6
1.5 Introspective methods		9
1.6 Tasks		10
1.7 The data collection procedure		11
1.8 Theoretical framework and key constructs		13
1.9 Research questions		18
1.10 How this book is organized		18
2 Declarative Lexical Knowledge		22
Birgit Henriksen
2.1 Zooming in on learners' lexical competence		22
2.2 Lexical competence - with a focus on network knowledge		26
2.3 Different ways of investigating lexical network knowledge		32
2.4 Investigating the learners' network knowledge		39
2.5 Looking at the informants' vocabulary size		57
2.6 Correlations between the lexical measures		61
2.7 Concluding remarks		62
3 Lexical Inferencing Procedures in Two Languages		67
Kirsten Haastrup
3.1 Situating the study within the field of lexical inferencing research		68
3.2 The lexical inferencing study		72
3.3 Results		91
3.4 Discussion		97
3.5 Perspectives on research design and teaching		108
4 Writing in Two Languages		112
Dorte Albrechtsen
4.1 Previous research		114
4.2 Theoretical background		117
4.3 The study		120
4.4 A qualitative analysis of the verbalizations of three informants		143
4.5 Discussion and implications		153
5 Lexical Knowledge, Lexical Inferencing and Writing		160
5.1 Bringing the three studies together		161
5.2 Correlations across the studies		163
5.3 Learner profiles		172
5.4 Summary and discussion of main findings		190
6 Implications for Research and Instruction		195
6.1 Research implications		195
6.2 Perspectives on instruction		198
Appendices		203
A.1 Statistics		203
A.1.1 Description of the statistical procedures		203
A.1.2 Statistical details for Chapter 4		203
A.2 Description of response types in the word association data		206
A.3 Lexical inferencing		207
A.3.1 Think-aloud instructions		207
A.3.2 The L2 lexical inferencing task		208
A.3.3 Description of the interscorer procedure for lexical inferencing		209
A.4 Writing		210
A.4.1 Writing prompts		210
A.4.2 Transcription conventions for verbal protocols in the writing study		211
A.4.3 Interscorer reliability for the analysis of the verbal protocols and for the assessment of the essays		211
References		213
Index		222

DORTE ALBRECHTSEN is Associate Professor at the University of Copenhagen, Denmark. She has published on discourse analyses of learner texts and on processes in writing in L1 and L2. She has been active in developing the field of foreign language acquisition at university level and has experience with in-service teacher training.

KIRSTEN HAASTRUP has held a Chair at the Danish University of Educational Studies and is currently Professor at the Copenhagen Business School. Her publications include a textbook on foreign language acquisition and a monograph on lexical inferencing. She has been active in establishing foreign language acquisition research in Denmark.

BIRGIT HENRIKSEN is Associate Professor at the University of Copenhagen, Denmark. She has published on vocabulary acquisition and has co-authored a lexical task anthology. She has been active in developing the field of foreign language acquisition at university level and has given many courses for language teachers.