Cargando…

Developmental Features of Lexical Richness in English Writings by Chinese Beginner Learners

This paper reports a cross-sectional study that investigates the developmental features in second language writings by Chinese beginner learners of English by using four lexical richness measures—lexical sophistication, lexical variation, lexical density, and lexical errors—from the perspective of t...

Descripción completa

Detalles Bibliográficos
Autores principales:	Zhang, Huiping, Chen, Ming, Li, Xuelan
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8206476/ https://www.ncbi.nlm.nih.gov/pubmed/34149559 http://dx.doi.org/10.3389/fpsyg.2021.665988

Ejemplares similares

Developmental Features of Lexical Richness in English Writings by Chinese L3 Beginner Learners
por: Li, Xuelan, et al.
Publicado: (2021)

The effects of genre on the lexical richness of argumentative and expository writing by Chinese EFL learners
por: Heng, Renquan, et al.
Publicado: (2023)

A comparative study on lexical and syntactic features of ESL versus EFL learners’ writing
por: Zhang, Chao, et al.
Publicado: (2022)

The features and factors in the acquisition of English existential constructions at the syntax–pragmatics interface by Chinese learners
por: Jiang, Shan, et al.
Publicado: (2022)

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners
por: Dai, Jianchun, et al.
Publicado: (2023)

Perception of Different Tone Contrasts at Sub-Lexical and Lexical Levels by Dutch Learners of Mandarin Chinese
por: Zou, Ting, et al.
Publicado: (2022)

Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing
por: Xue, Jin, et al.
Publicado: (2021)

Writing for advanced learners of English /
por: Grellet, Françoise
Publicado: (1996)

The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
por: Li, Yan
Publicado: (2023)

The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners
por: Han, Shujun
Publicado: (2023)

Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing
por: Li, Hui Helen, et al.
Publicado: (2022)

Multimodal Irregular Self-Selection in Chinese Postgraduate English as a Foreign Language Learners’ Conversation: When, How, and Why
por: Ji, Mengmeng, et al.
Publicado: (2022)

A Dynamic Systems Study on Complexity, Accuracy, and Fluency in English Writing Development by Chinese University Students
por: Zhang, Shuang, et al.
Publicado: (2022)

Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills
por: Yu, Yue, et al.
Publicado: (2022)

A review of the ESL/EFL learners’ gains from online peer feedback on English writing
por: Cao, Siyi, et al.
Publicado: (2022)

Intermediate English as a Foreign Language learners’ formulaic language speaking proficiency: Where does the teaching of lexical chunks figure?
por: Albelihi, Hani Hamad M.
Publicado: (2022)

Acoustic Correlates of English Lexical Stress Produced by Chinese Dialect Speakers Compared to Native English Speakers
por: Guo, Xingrong
Publicado: (2022)

Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing
por: Alqasham, Fahd Hamad
Publicado: (2022)

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision
por: Cheng, Xiaolong, et al.
Publicado: (2021)

Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance
por: Yang, Li Francoise, et al.
Publicado: (2022)

Corrigendum: Intermediate English as a Foreign Language learners' formulaic language speaking proficiency: Where does the teaching of lexical chunks figure?
por: Albelihi, Hani Hamad M.
Publicado: (2022)

The Assessment of Chinese Children’s English Vocabulary—A Culturally Appropriate Receptive Vocabulary Test for Young Chinese Learners of English
por: de Ruiter, Laura E., et al.
Publicado: (2022)

The effects of genre on the syntactic complexity of argumentative and expository writing by Chinese EFL learners
por: Pu, Liping, et al.
Publicado: (2022)

Effects of reasoning demands triggered by genre on Chinese EFL learners' writing performance
por: Peng, Cheng, et al.
Publicado: (2023)

The role and features of peer assessment feedback in college English writing
por: Sun, Qiyu, et al.
Publicado: (2023)

Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach
por: Sun, Qiyu, et al.
Publicado: (2022)

The effects of providing peer feedback on learners’ genre awareness in English as a foreign language business letter writing
por: Wu, Huizhen, et al.
Publicado: (2022)

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety
por: Zhao, Xiangfeng, et al.
Publicado: (2023)

Strategic Processing of Chinese Young English Language Learners in an International Standardized English Language Test
por: Han, Feifei
Publicado: (2018)

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing
por: Tahmasbi, Soheila, et al.
Publicado: (2022)

The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial
por: Wei, Ping, et al.
Publicado: (2023)

Error Types of and Strategies on Learning Chinese Connectives: A Study on Chinese as a Second Language Learners’ Writing
por: Zhang, Lirui, et al.
Publicado: (2022)

Text memorization: An effective strategy to improve Chinese EFL learners’ argumentative writing proficiency
por: Wang, Qunfeng
Publicado: (2023)

Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)
por: Sun, Qiyu, et al.
Publicado: (2021)

Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese
por: Arunachalam, Sudha, et al.
Publicado: (2016)

Chinese English as a Foreign Language Learners’ Individual Differences and Their Willingness to Communicate
por: Cheng, Ling, et al.
Publicado: (2022)

Effects of dyadic patterns and proficiency pairing on Chinese EFL learners’ second language learning in collaborative writing
por: Li, Ningning, et al.
Publicado: (2022)

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
por: Liao, Xian, et al.
Publicado: (2022)

Use of Apology Strategies in Emails by Chinese Learners of English: Evidence Based on Naturally Occurring Data
por: Chen, Ying, et al.
Publicado: (2022)

Cognitive Representation of Spontaneous Motion in a Second Language: An Exploration of Chinese Learners of English
por: Ji, Yinglin
Publicado: (2019)

Cannot write session to /tmp/vufind_sessions/sess_nnf6ekq0sgj142vbtib32v47fu