Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
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Ruiying Niu
Abstract
The word processing depth hypothesis implies a positive association between learners’ word processing and their lexical learning. In research, learners’ task-inherent involvement load (i.e., word processing) has not been found to be consistently associated with their lexical learning. Meanwhile, existing studies have not obtained consensus results, either, from directly associating learners’ actual word processing and their lexical learning. Against this backdrop, this paper reports a study investigating the association between Chinese EFL learners’ actual word processing and their lexical learning in performing a collaborative oral output task. Interactional and statistical analyses revealed that the participants engaged in four types of word processing; their overall word processing was significantly correlated with both their productive and receptive word acquisition and retention; their different types of word processing were significantly correlated with their productive word learning, but showed variances in correlations with their receptive word learning. The findings were discussed from the perspectives of word processing in collaborative output, word processing and lexical learning, and word processing and different modes of lexical learning.
©2014 Walter de Gruyter, Berlin Boston
Artikel in diesem Heft
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
Artikel in diesem Heft
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
