The variance of lexical diversity profiles and its relationship to learning style

Abstract

Studies in lexical diversity have shown an approximate relationship with learner instruction. Learners with more L2 instruction tend to display less repetition of words and so greater lexical diversity. However, at higher L2 levels of proficiency this relationship does not always occur. This study examines the lexical diversity scores in L2 texts. Lexical diversity scores are examined in relationship to a learning style framework of memory and analysis. The results show that variance in analytic ability scores can account for a proportion of variance in lexical diversity. It was also found that the type of writing task also affects lexical diversity. These results suggest that learners who are more grammatically able may be more likely to restructure their language. The findings illuminate Dynamic Systems Theory; in particular, how lexical diversity is shaped to some extent by differences within individuals and task conditions.