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SÖZCÜK DAĞARCIĞI BÜYÜKLÜĞÜ, SÖZCÜK ÇEŞİTLİLİĞİ, SÖZCÜK YOĞUNLUĞU VE İNGİLİZCE YAZMA PUANLARI: KESİTSEL BİR ÇALIŞMA

Yıl 2023, Cilt: 13 Sayı: 4, 2586 - 2613, 25.12.2023

Musa Tömen Gül Durmuşoğlu Köse

https://doi.org/10.30783/nevsosbilen.1376253

Öz

Kelime bilgisi, dil öğreniminde, özellikle de ikinci dil (L2) edinimi bağlamında çok önemli bir rol oynar. Bir kelimeyi anlamak, onun biçimini, anlamını ve kullanımını kavramayı içerir, bu da kelime bilgisini hem alıcı hem de üretici L2 becerileri için çok önemli hale getirir. Bu çalışmanın amacı, Türk İngilizce Öğretmenliği (ELT) öğrencileri tarafından yazılan tartışmacı kompozisyonlarda sözcük dağarcığı boyutunu, sözcük yoğunluğunu ve sözcük çeşitliliğini değerlendirmek ve bunların yazma puanlarıyla ilişkisini araştırmaktır. Anadolu Üniversitesi İngilizce Öğretmenliği Bölümü'ndeki 165 birinci sınıf ve 144 dördüncü sınıf öğrencisinin 309 denemesinden oluşan veriler, öğrencilerin üretken sözcük dağarcığı boyutunu tahmin etmek için LFP, sözcük çeşitliliği için vocd-D ve bir sözcük yoğunluğu formülü kullanılarak analiz edilmiştir. Sonuçlar, sadece sözcük çeşitliliğinin birinci sınıf öğrencilerinin kompozisyon puanları ile anlamlı bir korelasyona sahip olduğunu ve performanslarının %7,8'ini açıkladığını ortaya koymuştur. Ancak, dördüncü sınıf kompozisyonları söz konusu olduğunda, değişkenlerin anlamlı bir etkisi gözlenmemiştir. Ayrıca, değişkenler birinci sınıf kompozisyonlarındaki kelime bilgisi puanlarının %8,7'sini açıklarken, dördüncü sınıf kompozisyonlarındaki kelime bilgisi puanlarını anlamlı bir şekilde açıklamamıştır. Dolayısıyla bu çalışma, sözcüksel özelliklerin önemli olmakla birlikte, yazma puanlarının tek belirleyicisi olmadığını göstermektedir.

Anahtar Kelimeler

Kelime dağarcığı boyutu Sözcüksel çeşitlilik Sözcük yoğunluğu İkinci dilde yazma Türk İngilizce öğretmenliği öğrencileri

Kaynakça

  • Aitkuzhinova-Arslan, A., Gün, S., & Üstünel, E. (2016). Teaching vocabulary to Turkish young learners in semantically related and semantically unrelated sets by using digital storytelling. Journal of Language and Linguistic Studies, 12(1), 42-54.
  • Aliakbari, M., & Boghayeri, M. (2014). A needs analysis approach to ESP design in Iranian context. Procedia-Social and Behavioral Sciences, 98, 175-181.
  • Avent, J.R, & Austermann, S (2003). Reciprocal scaffolding: a context for communication treatment in aphasia. Aphasiology, 17, 397-404
  • Basoz, T., & Cubukcu, F. (2014). The effectiveness of computer assisted instruction on vocabulary achievement. Mevlana International Journal of Education, 4(1), 44-52.
  • Beers, S. F., & Nagy, W. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?. Reading and Writing, 22(2), 185–200.
  • Begriche, F. (2014). The role of teaching vocabulary to enhance foreign language learners’ writing skill (Master’s Thesis). Retrieved from http://dspace.univ- biskra.dz:8080/jspui/handle/123456789/4741
  • Biber, D. 2006. University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.
  • Bogaards, P. (2000) Testing L2 Vocabulary Knowledge at a High Level: the case of the Euralex French Tests. Applied Linguistics, 21 (4), 490-516.
  • Carrell, P.L., & Monroe, L.B. (1993). Learning styles and composition, The modern Language Journal, 77, 148-162.
  • Choi, J. (2012). Self-Access English Learning Needs: Student and Teacher Perspectives. Listening, 42(49), 15.
  • Coxhead, A. (2000). A New Academic Word List. TESOL QUARTERLY, 34 (2), 213- 238
  • Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. The journal of educational research, 36(3), 206-217.
  • Crossley, S. A., & McNamara, D. S. (2010). Cohesion coherence, and expert evaluations of writing proficiency. In R. Catrambone, & S. Ohlsson (Eds.), Proceedings of the 32nd annual conference of the cognitive science society (pp. 984–989). Austin, TX: Cognitive Science Society.

  • Çelik, S., & Toptaş, V. (2010). Vocabulary learning strategy use of Turkish EFL learners., Procedia Social and Behavioral Sciences 3, 62-71, http://www.sciencedirect.com/science/article/pii/S187704281001387X
  • Dang, T. N. Y., & Webb, S. (2013). The lexical profile of academic spoken English. English for Specific Purposes. http://dx.doi.org/10.1016/j.esp.2013.08.001
  • deBoer, F. (2014). Evaluating the comparability of two measures of lexical diversity. System, 47, 139-145.
  • Douglas, S. R. (2010). Non-native English speaking students at university: Lexical richness and academic success (Doctoral dissertation, University of Calgary).
  • Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
  • Ellis, R. & He, X. (1999). The role of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285- 301.
  • Engber, C.A. (1995) The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing 4, 2: 139-155.
  • Fhonna, R. (2014). The correlation between mastering vocabulary and speaking ability (case study at SMA 10 Fajar Harapan Banda Aceh). Visipena, 5(1), 90-99.
  • Folse, K. (2008). Myth 1: Teaching vocabulary is not the writing teacher’s job. In J. Reid (Ed.) Writing myths: Applying second language research to classroom teaching (pp.1-17). Ann Arbor: University of Michigan Press.

  • Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course.
  • González, M. C. (2013). The intricate relationship between measures of vocabulary size and lexical diversity as evidenced in non-native and native speaker academic compositions (Doctoral dissertation, University of Central Florida Orlando, Florida).
  • Gregori-Signes, C., & Clavel-Arroitia, B. (2015). Analysing Lexical Density and Lexical Diversity in University Students⿿ Written Discourse. Procedia-Social and Behavioral Sciences, 198, 546-556.
  • Grela, Bernard G. (2002). Lexical verb diversity in children with Down syndrome. Clinical Linguistics & Phonetics, 14, 251-263
  • Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
  • Henriksen, B. (1999) Three dimensions of vocabulary development. Studies in Second Language Acquisition 21: 303-317
  • Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
  • Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign language, 17(1), 23.
  • Hulstijn, J. and B. Laufer. 2001. Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning 51: 539-558
  • Jackson, M. E., (2004). Will electronic journals eliminate the need for ILL?, Interlending & Document Supply, 32(3), 192-193.
  • Jarvis, S. (2002). Short texts, best-fitting curves and new measures of lexical diversity. Language Testing 19, 1: 57–84.
  • Johansson, V. (2008). Lexical Diversity and Lexical Density in Speech and Writing: A Developmental Perspective. Working Papers, Lund University, Dept. of Linguistics and Phonetics. 53. pp. 61-79.
  • Karakoç, D. (2016). The Impact Of Vocabulary Knowledge On Reading, Writing And Proficiency Scores Of B2.2 Level Turkish Students:
A study with Anadolu University English Prep-School Students, (Unpublished MA Thesis), Graduate School of Educational Sciences, Anadolu University, Eskişehir.
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VOCABULARY SIZE, LEXICAL DIVERSITY, LEXICAL DENSITY, AND EFL WRITING SCORES: A CROSS-SECTIONAL STUDY

Yıl 2023, Cilt: 13 Sayı: 4, 2586 - 2613, 25.12.2023

Musa Tömen Gül Durmuşoğlu Köse

https://doi.org/10.30783/nevsosbilen.1376253

Öz

Vocabulary plays a crucial role in language learning, especially in the context of second language (L2) acquisition. Understanding a word involves grasping its form, meaning, and usage, making vocabulary knowledge pivotal for both receptive and productive L2 skills. This study aims to assess vocabulary size, lexical density, and lexical diversity in argumentative essays written by Turkish English Language Teaching (ELT) students and explore their correlation with writing scores. The data, comprising 309 essays from 165 first-year and 144 fourth-year students at Anadolu University's ELT Department, were analyzed using the LFP to estimate students' productive vocabulary size, vocd-D for lexical diversity, and a lexical density formula. The results revealed that only lexical diversity had a significant correlation with first-year students' essay scores, explaining 7.8% of their performance. However, in the case of fourth-year essays, no significant effects of the variables were observed. Additionally, while the variables accounted for 8.7% of vocabulary scores in first-year essays, they did not significantly explain fourth-year essays' vocabulary scores. Therefore, this study suggests that while lexical features are important, they are not the sole determinants of writing scores.

Anahtar Kelimeler

Vocabulary size Lexical diversity Lexical density L2 writing Turkish ELT students

Kaynakça

  • Aitkuzhinova-Arslan, A., Gün, S., & Üstünel, E. (2016). Teaching vocabulary to Turkish young learners in semantically related and semantically unrelated sets by using digital storytelling. Journal of Language and Linguistic Studies, 12(1), 42-54.
  • Aliakbari, M., & Boghayeri, M. (2014). A needs analysis approach to ESP design in Iranian context. Procedia-Social and Behavioral Sciences, 98, 175-181.
  • Avent, J.R, & Austermann, S (2003). Reciprocal scaffolding: a context for communication treatment in aphasia. Aphasiology, 17, 397-404
  • Basoz, T., & Cubukcu, F. (2014). The effectiveness of computer assisted instruction on vocabulary achievement. Mevlana International Journal of Education, 4(1), 44-52.
  • Beers, S. F., & Nagy, W. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?. Reading and Writing, 22(2), 185–200.
  • Begriche, F. (2014). The role of teaching vocabulary to enhance foreign language learners’ writing skill (Master’s Thesis). Retrieved from http://dspace.univ- biskra.dz:8080/jspui/handle/123456789/4741
  • Biber, D. 2006. University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.
  • Bogaards, P. (2000) Testing L2 Vocabulary Knowledge at a High Level: the case of the Euralex French Tests. Applied Linguistics, 21 (4), 490-516.
  • Carrell, P.L., & Monroe, L.B. (1993). Learning styles and composition, The modern Language Journal, 77, 148-162.
  • Choi, J. (2012). Self-Access English Learning Needs: Student and Teacher Perspectives. Listening, 42(49), 15.
  • Coxhead, A. (2000). A New Academic Word List. TESOL QUARTERLY, 34 (2), 213- 238
  • Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. The journal of educational research, 36(3), 206-217.
  • Crossley, S. A., & McNamara, D. S. (2010). Cohesion coherence, and expert evaluations of writing proficiency. In R. Catrambone, & S. Ohlsson (Eds.), Proceedings of the 32nd annual conference of the cognitive science society (pp. 984–989). Austin, TX: Cognitive Science Society.

  • Çelik, S., & Toptaş, V. (2010). Vocabulary learning strategy use of Turkish EFL learners., Procedia Social and Behavioral Sciences 3, 62-71, http://www.sciencedirect.com/science/article/pii/S187704281001387X
  • Dang, T. N. Y., & Webb, S. (2013). The lexical profile of academic spoken English. English for Specific Purposes. http://dx.doi.org/10.1016/j.esp.2013.08.001
  • deBoer, F. (2014). Evaluating the comparability of two measures of lexical diversity. System, 47, 139-145.
  • Douglas, S. R. (2010). Non-native English speaking students at university: Lexical richness and academic success (Doctoral dissertation, University of Calgary).
  • Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
  • Ellis, R. & He, X. (1999). The role of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285- 301.
  • Engber, C.A. (1995) The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing 4, 2: 139-155.
  • Fhonna, R. (2014). The correlation between mastering vocabulary and speaking ability (case study at SMA 10 Fajar Harapan Banda Aceh). Visipena, 5(1), 90-99.
  • Folse, K. (2008). Myth 1: Teaching vocabulary is not the writing teacher’s job. In J. Reid (Ed.) Writing myths: Applying second language research to classroom teaching (pp.1-17). Ann Arbor: University of Michigan Press.

  • Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course.
  • González, M. C. (2013). The intricate relationship between measures of vocabulary size and lexical diversity as evidenced in non-native and native speaker academic compositions (Doctoral dissertation, University of Central Florida Orlando, Florida).
  • Gregori-Signes, C., & Clavel-Arroitia, B. (2015). Analysing Lexical Density and Lexical Diversity in University Students⿿ Written Discourse. Procedia-Social and Behavioral Sciences, 198, 546-556.
  • Grela, Bernard G. (2002). Lexical verb diversity in children with Down syndrome. Clinical Linguistics & Phonetics, 14, 251-263
  • Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
  • Henriksen, B. (1999) Three dimensions of vocabulary development. Studies in Second Language Acquisition 21: 303-317
  • Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
  • Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign language, 17(1), 23.
  • Hulstijn, J. and B. Laufer. 2001. Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning 51: 539-558
  • Jackson, M. E., (2004). Will electronic journals eliminate the need for ILL?, Interlending & Document Supply, 32(3), 192-193.
  • Jarvis, S. (2002). Short texts, best-fitting curves and new measures of lexical diversity. Language Testing 19, 1: 57–84.
  • Johansson, V. (2008). Lexical Diversity and Lexical Density in Speech and Writing: A Developmental Perspective. Working Papers, Lund University, Dept. of Linguistics and Phonetics. 53. pp. 61-79.
  • Karakoç, D. (2016). The Impact Of Vocabulary Knowledge On Reading, Writing And Proficiency Scores Of B2.2 Level Turkish Students:
A study with Anadolu University English Prep-School Students, (Unpublished MA Thesis), Graduate School of Educational Sciences, Anadolu University, Eskişehir.
  • Khotimah, S. (2014). The use of problem based learning to improve students’ speaking ability. ELT Forum: Journal of English Language Teaching, 3(1), 50-56.
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  • Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 16, 5-19.
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Toplam 106 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm EĞİTİM BİLİMLERİ
Yazarlar

Musa Tömen 0000-0002-7351-2440

Gül Durmuşoğlu Köse 0000-0001-8039-5919

Erken Görünüm Tarihi 20 Aralık 2023
Yayımlanma Tarihi 25 Aralık 2023
Gönderilme Tarihi 15 Ekim 2023
Kabul Tarihi 14 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 4

Kaynak Göster

APA Tömen, M., & Durmuşoğlu Köse, G. (2023). VOCABULARY SIZE, LEXICAL DIVERSITY, LEXICAL DENSITY, AND EFL WRITING SCORES: A CROSS-SECTIONAL STUDY. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(4), 2586-2613. https://doi.org/10.30783/nevsosbilen.1376253
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