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m (Booth , 2010) . a t a k n a k a n u g g n e m k u t n u n a u p m a m e
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e b n a c s i s e h t s i h t y h w s i s i h t y l b a b o r P . e l b i s s o p s a n o o s s a s a w
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2 Wheneve r I speak wtih the head o f the Engilsh Language Study
, e m m a r g o r
P Ibu CaeciilaTutyanda ir, S. dP ,. M. dP . , Ifee l ilket alking t o
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c n w o r e h e k il s t n e d u t s r e h l l a s t a e rt e h s e s u a c e
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3 Bapak Fideil sChosa Kastuhandani, S. dP ,. M. mH . u i sone o fthe mos t
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h u r year s I spen t in Universtiy .
o f e r e h
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a m r a h D a t a n a S n i e m m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
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7 Last , Iwantt o hugeverybodyi n mybatch, t he2008’ sstudents ,whom I
e n o s d n e ir f t s e b e h t e r a y e h T . h ti w s r a e y r u o f e s e h t g n i d n e p s n e e b e v a h
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e k il d l u o w I , m e h t f o e n o y r e v e o T . s i s e h t s i h t g n it ir
w tos ayt hankyouverymuch
y r e v e n i e z i g o l o p a y a s o t e k il o s l a I . e fi l ri e h t n i s s e c c u s d n a k c u l m e h t h s i w d n a
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S T N E T N O C F O E L B A T
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T PAGE... i
L A V O R P P
A PAGE... ii
N O I T A C I D E
D PAGE... i v
S ’ K R O W F O T N E M E T A T
S ORIGINALITY... v
N A U J U T E S R E P N A A T A Y N R E
P PUBLIKAS .I........................................ v i
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B
A v ii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . K A R T S B
A v iii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E M E G D E L W O N K C
A i x
F O E L B A
T CONTENTS... x ii
S E L B A T F O T S I
L ... x v
S E C I D N E P P A F O T S I
L ... x vi
. I R E T P A H
C INTRODUCTION... 1
.
A ResearchBackground... 1
.
B ResearchProblem... 4
.
C ProblemLimtiaiton... 4
.
D ResearchObjecitves... 5
.
E ResearchBeneftis... 6 .
ii i x
e g a P
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... 1 0
.
A Lexica lDiverstiyand ti sImpo trance... 1 0
.
B LanguageExposure ,LexicologyandLexica lDiverstiy
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s n o it a l e
R 1 2
.
C Measu irngLexica lDiverstiyUsingToken-TypeRaito
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . d o h t e
M 1 4
.
D ResearchOverview... 1 6
.
E Theoreitca lFramework... 2 0
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H
C 22
.
A ResearchMethod... 22
.
B ResearchSetitng... 23
.
C ResearchSubjects... 24
.
D Insrtument sandDataGatheirngTechnique... 25
.
E DataAnalysi sTechnique... 27
.
F ResearchProcedure... 28
.. .. .. .. .. .. .. .. .. .. S G N I D N I F D N A S T L U S E R H C R A E S E R . V I R E T P A H
C 31
.
A P irmaryandCompairsonGroups ’Fris tTranslaitonResutls.... 31
.
B P irmaryGroup’ sFris tandSecondTranslaitonResutls... 32
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C P irmaryGroup’ sandNaitveSpeaker’ sTranslaiton s
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o s ir a p m o
C . .... 34
.
v i x
e g a P
.. .. .. .. .. S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C 42
.
A Conclusion .s... 42
.
B Recommendaiton .s... 43
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C N E R E F E
R 46
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P
v x
S E L B A T F O T S I L
e g a P
.. .. .. .. .. .. .. .. .. .. .. s tl u s e R 1 t s e T ’ s p u o r G n o s ir a p m o C d n a y r a m ir P . 1 e l b a
T 31
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s tl u s e R 2 t s e T d n a 1 t s e T s ’ p u o r G y r a m ir P . 2 e l b a
T 33
. 3 e l b a
T NaitveSpeaker’ sTranslaitonResu tl... 36
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o s ir a p m o C s e s y l a n A n o it a l s n a r T . 4 e l b a
i v x
S E C I D N E P P A F O T S I L
e g a P
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .t l u s e R 1 t s e T p u o r G y r a m ir P . 1 x i d n e p p
A 48
n o s ir a p m o C . 2 x i d n e p p
A GroupTes t1Resutl... 49
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .t l u s e R 2 t s e T p u o r G y r a m ir P . 3 x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
d n a n o it a m r o f n i d n u o r g k c a b s e d i v o r p r e t p a h c s i h
T raitonale o f the
research ,wtih amission t o i nrtoduceand desc irbet he nature and conten tof t he
s i r e t p a h c s i h t , y ll a c it a m e t s y s n o it a m r o f n i e h t e t a l u m r o f o t r e d r o n I . y d u t s
, n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e r , d n u o r g k c a b h c r a e s e r : o t n i d e d i v i d b u s
a e s e
r rch objecitves ,research benefti sand deifniiton o fterms .Thi si sto clealry
s u c o f e h t t a h w d n a t x e t n o c t n e s e r p e h t s ti f ti w o h , t u o b a s i y d u t s e h t t a h w s s e r d d a
. s i h c r a e s e r e h t f o
.
A ResearchBackground
n e u lf n i d n a t n a tr o p m i t s o m e h t y l b a i n e d n u s i h s il g n
E ital l anguage i n t he
d e s i n g o c e r y ll a b o l g g n i e b y b s u t a t s s i h t d e v e i h c a s a h e g a u g n a l e h T . y a d o t d lr o w
y r e v e n
i counrty .Atlhough ofifcia lUN staitsitc sshow sChineseMandairn as the
s r e k a e p s e v it a n t s o m e h t h ti w e g a u g n a
l (1,077,548,100 i n 1995) ,Engilsh ,with ti s
n o n f o t n u o m a e g r a
l -naitveuser ,si st hel anguagewhichbeingextensivelyusedby
d lr o w e h t n i e l p o e p t s o
m (wel love r1500mliilon )(Weber ,2008) .
e h t g n i s u e l p o e p f o r e b m u n e v i s n e t x e e h t f o s s e l d r a g e r , r e v e w o H
, e g a u g n a
l naitvespeaker so fEngilsh ,around400mliilonusers ,areonlyone-th rid
. s r e s u e l o h w e h t f
o A compairson i s Chinese-Mandairn , whose non-naitve
i f o r e tr a u q a t u o b a y l n o e r a s r e k a e p
d a e r p s e d i w w o h g n i w o h
s Engilsh l anguagei s ,bu talso showing how diverset he
. e r a s r e s u
g n i v a
H widely diverse user smean stha tthe language ha sa numbe ro f
ir a v , y a d o T . s n o it a ir a
v aiton so fEngilshwhichwo lrdwidepeoplef amiila rwtihare
e r a e r e h T . h s il g n E h s it ir B d n a , h s il g n E n a il a rt s u A , h s il g n E n a c ir e m A : y l b a b o r p
r e h t o o s l
a va iraiton saresuch a sSingilsh used i nSingapore da n Spanilsh used by
,s r e k a e p s h s i n a p
S but i n general ,people conside rAmeircan Engilsh and B iritsh
e g a u g n a l e h t f o s d r a d n a t s o w t e h t s a h s il g n
E (Poole ,1999).
n o n e r o m r a f h ti
W -naitvespeakerst han naitves , ti i sobvioust ha tpeople
h T . s d n u o r g k c a b s u o ir a v m o r f e m o c h s il g n E e s u o h
w ese background sinclude
d n a , h s il g n E n i y c n e t e p m o c , n o it a c u d e , e g a , s u t a t s l a i c o s , e r u tl u c n i s e c n e r e f fi d
e l p o e p e h t y a w e h t e c n e u lf n i n e h t ll i w s e c n e r e f fi d e s e h T . e u g n o t r e h t o m e h t o s l a
. h s il g n E , e s a c s i h t n i , e g a u g n a l e h t e s u
n i n r a e l e g a u g n a l f o l a o g e h
T g everywherei st ohelp l earner smastert he
r a e n a e v e i h c a o t s n a e m e g a u g n a l e h t r e t s a m o t d n a , e g a u g n a
l -naitvecompetency .
e v it a n s i h
T -ilkecompetencyi si nternailsed knowledgewhicht henaitvespeaker s
e s u e t a ir p o r p p a s a h c u s , e g a u g n a l e h t g n i s u n i e v a
h o fidiomaitc expressions ,
e v o b a , t x e t n o c l a r u tl u c , n o it a i c n u n o r p l a r u t a n , m r o f e g a u g n a l f o s s e n t c e r r o c
, s r o h p a t e m , s m e ti l a c i g o l o e s a r h p r e h t o d n a s n o it a c o ll o c , y r a l u b a c o v d e z i s e g a r e v a
i b r o s l a i m o n i b s a h c u s , x a t n y s n e z o r
f -verbials ,and nonverba lcutlural feature s
) 5 0 0 2 , e e L
( .
s r e k a e p s h s il g n E e v it a n s e h s i u g n it s i d h c i h w g n i h t e n
O , people wtih
r e h t o m r i e h t s a h s il g n
, y l s u o i v b O . e g a u g n a l e h t n i ’ p ir g ‘ e r o m e v a h s r e k a e p
s thi s i s no t an odd
, e r u tl u c e h t f o t r a p g n i e b s i e g a u g n a l e h t e r e h w g n i v il e r a y e h t e c n i s n o n e m o n e h p
e h t o t y l p p a t o n s e o d e s a c e m a s e h T . e fi l f o s t c e p s a r e h t o y n a m d n a , n o it a c u d e
n o
n -naitve Engilsh user swho are usually bette rwtih t hei rmother t ongue .They
. e fi l ri e h t f o t r a p l a n o it i d d a n a y l n o s i ti s a , h s il g n E ’ e s n e s ‘ o t y tl u c if fi d g n i v a h e r a
e h t f o e n o n i n e e s e b n a c e g a u g n a l e h t g n i s n e s n i y ti li b a r e tt e b s i h T
y e h t t a h t s i s r e s u e v it a n f o y c n e d n e t A . e c i o h c y r a l u b a c o v : s r e s u e v it a n f o s e r u t a e f
t e s o o h
c hei rvocabularyi n an unpredictableway(Booth ,2010) .Non-naitveuser s
e r o m e s u o t d n e t y e h t e r e h w , e u s s i s i h t n i e l b a t c i d e r p d n a s u o i v b o e r o m r a f e r a
t n a m e s r e p e e d e h t o t n o it n e tt a y a p o t n a h t r e h t a r s d r o w l a r e n e g d n a n o m m o
c i –c
c it a m g a r p n o it n e m o t t o
n - meaning soft hei rwords ,desptiehaving t hesamel eve l
. e g d e l w o n k y r a l u b a c o v f o
s ’ e n o e v o r p m i o t r e d r o n
I languageablitiy ,having adesriableamoun to f
a o t d e s o p x e g n i v a H . s e c i o h c e h t f o e n o e b y l b a b o r p n a c e r u s o p x e e g a u g n a l
l li w , r e t a l , e c n e ir e p x e s i h T . e g a u g n a l e h t f o e s u e h t g n i c n e ir e p x e s n a e m e g a u g n a l
w o h d n a t s r e d n u o t d e s o p x e e h t p l e h y l d e s o p p u
s theyshouldproducet hel anguage.
e r u s o p x e f o t c e f f e e h t e e s o
T o n aperson’ sword choice ,oneoft hemos t
s i s d o h t e m n o m m o
c to make a compa irson between the language produciton s
n e v i g s i e r u s o p x e e h t r e tf a d n a e r u s o p x e e h t s e v i e c e r n o s r e p e h t e r o f e
b (Dewaele
) 3 0 0 2 , o k n e l v a P
& . I f tii s rtuet ha tEngilsh exposurei mprove sEng ilsh l anguage
o it c u d o r
p n , then , the improvemen t should relfect s on the produc t atfe r the
s i h t n I . n e v i g s i e r u s o p x
e thesis,t heanalysi swli lbef ocusedont hewordvairaiton
.
B ResearchProblem
s i s e h t s i h t f o n o it n e t n i e h
T ist oanswe rt wo quesitonsr elated t o t heeffec t
n o e r u s o p x e h s il g n E f
o word va iraiton in Engilsh language produciton . The
: e r a s n o it s e u q
.
1 Are the word sused in the rtanslaiton product so fESL student satfe r
e r u s o p x e n a n e v i g e r a y e h
t morevaired,comparedto theproductst hey
e d a
m beforehavingt heexposure?
.
2 Wha t aspect s in a language exposure affec t the students ’ word
s n o it a ir a
v ?
l e r , d e r e w s n a e b o t d e e n s n o it s e u q r e h t o y n a m y l b a b o r p e r a e r e h
T ated t o
n o e r u s o p x e f o t c e f f e e h
t language produciton ablitiy .However ,thi sthesi s
o t s r e w s n a e h t s r e d i s n o
c thesequesitonst obeablet oshowt hebasiceffect .These
f o e c n a c if i n g i s e h t g n i d n a t s r e d n u r e tt e b o t d a e l y ll u f e p o h l li w s n o it s e u q o w t
. h s il g n E g n i n r a e l n i e r u s o p x e h s il g n E
.
C ProblemLimtia iton
r o n
I der t o maket hecompairson, t hi sresearch used themethod o fType
-e s y l a n a h c i h w ) R T T ( o it a R n e k o
T d theamoun to fword-type spert ota lamoun to f
. t c u d o r p e h t n i d e s u s d r o
w TTR i sbeilevedt o bet hemos tsu tiablemethod t o be
. s i s e h t s i h t n i d e t c u d n o
c Thi s method wli lgive score on the ESL studen ’t s
, m u m i x a m e h t s a 1 d n a m u m i n i m e h t s a 0 f o e g n a r e h t h ti w , s t c u d o r p n o it a l s n a rt
h c r a e s e r s i h t f o s e l p m a s e h
T were Sanata Dharma Universtiy ELSP
o h w s t n e d u t
s w reet akingTranslaiton 2course .Thestudent sw erehaving Bahasa
, e u g n o t r e h t o m r i e h t s a a i s e n o d n
I and were considered able to use Engilsh in
e s e h t f o s e i c n e t e p m o c h s il g n E t a h t g n i g d e l w o n k c a e ti p s e D . l e v e l c i m e d a c a
s t n e d u t
s w ere dfiferent ,the wrtie rlooke d a tthe sample sa shaving the simlia r
. y c n e i c if o r p f o l e v e l
e h t o t e r u s o p x e e h t y b n e v i g t c e f f e e h t f o n o s a e r e h t n o s i s y l a n a e h
T word
n o it a ir a
v w as done from the perspecitve o f cogniitve-ilnguisitcs . There are
o y n a m y l d e s o p p u
s the rapproache swhich can be used to analyse the problem .
e v it i n g o c e h t s e v e il e b r e ti r w e h t , r e v e w o
H -ilnguisitc sapproach ,a sone o fthe
s d o h t e
m in psychoilnguisitcs ,to be the bes tmethod ,and can be related to the
i u g n il o i c o s d n a s c it n a m e s f o e v it c e p s r e
p sitc .s
.
D ResearchObjecitves
e r n
I laiton to the problems ,the fris texpectaiton o fthi sthesi si sto fi nd
e r u s o p x e h s il g n E r e h t e h
w ablet oi mprovethevairaitono fword susedi nl anguage
O . s t n e d u t s L S E e h t f o s t c u d o r
p nt hi scase,t hel anguageproduct sare thestudents ’
e v o r p m i n a c e r u s o p x e t a h t s u o i v b o e b l li w t i n e h t ,s i h t h ti W . s t c u d o r p n o it a l s n a rt
. y c n e i c if o r p e g a u g n a l ,r e h tr u f d n a , e g a u g n a l f o y ti l a u q e h t
The second expectaiton i sto ifnd a scienit ifc reason o fthi smatter .The
t ll i w n o s a e r c if it n e i c
s hen serve as t he basi soft he discussion ,and t o provet ha t
n o n e m o n e h p m o d n a
r . In othe rwords ,thi si sto prove tha tthe improvemen ti s
y l u
rt affectedbyt hel anguageexposure.
.
E ResearchBeneftis
s e r u s o p x e g n i h c ir n e t a h t e v o r p o t s e p o h r e ti r w e h t , h c r a e s e r s i h t g n i o d n I
, n e h t ,s i h T . y r a l u b a c o v e s r e v i d e r o m e s u o t y ti li b a s ’ L S E e v o r p m i n a c h s il g n E f o
e g a u g n a l o t e r u s o p x e f o e c n a c if i n g i s e h t f o g n i d n a t s r e d n u r e tt e b a o t d a e l l li w
e
l arning .Finally , language student s and teacher s wli lplace exposure on an
g n i h c a e t ri e h t n i n o it i s o p t n a tr o p m
i -learningacitviite .s
r e h t
O beneif toft hi s ifnding i st ha thopefully languaget eacher swli lhave
h c a o r p p a w e
n e s and method sto improve thei rstuden’t slanguage competence ,
l li w , y ll u f e p o h , s t n e d u t S . y r a l u b a c o v r e d i w g n i s u d n a g n i d n a t s r e d n u n i y ll a i c e p s e
o t y ti li b a r i e h t e v o r p m i o t r e d r o n i , e g a u g n a l e h t o t e r o m s e v l e s m e h t e s o p x e o s l a
. e g a u g n a l e h t e s
u In general ,hopefu lly thi sthesi scan aid improvemen tin the
. n o it a c u d e s ’ n o it a n
.
F Deifni itono fTerms
s m r e t l a r e v e s e r a e r e h
T tha tare extensively used in thi sthesis .These
d e b ir c s e d e b l li w s d r o w l a c i n h c e
t anddeifnedbelowi n ordert o assistt her eaders
o
.
1 Lexicology
d n a s g n i n a e m e h t s e i d u t s t a h t s c it s i u g n il f o h c n a r b a s i y g o l o c i x e L
d r o w a , y g o l o c i x e l n I . s d r o w f o s e r u t c u rt
s i sapproached from ti sform and the
t a h w e e s n e h t d n a t p e c n o c n e v i g a e k a T “ o t s i h c a o r p p a r e h t O . s e v i g t i ’ e s n e s ‘
r a s d r o w t n e r e f fi
d eavaliablea ssynonymst or efert ot heenititesi nou rconceptua l
” . d lr o
w (Driven&Verspoor ,2004).
.
2 Exposure
n o it a u ti s r o n o it i d n o c r a l u c it r a p a o t s r e f e r e r u s o p x e d r o w e h t , y r a r e ti L
g n i h t e m o s s e c n e ir e p x e e n o e m o s e r e h
w (Cambridge Advanced Learner’ s
y r a n o it c i
D , 2011) . Thi s expeirence come s from the contac t made by tha t
, g n it s a t , g n ir a e h , g n i e e s , g n i k l a t : s e s n e s s ’ n o s r e p e h t h ti w g n i h t e m o s r a l u c it r a p
e h t e m o c e b d n a d e s ir o m e m n e h t ll i w t c a t n o c s i h T . g n i k n i h t d n a g n i h c u o
t person’ s
e h t e b l li w e r u s o p x e e g a u g n a l d n a , e r u s o p x e f o s d n i k y n a m e r a e r e h T . e g d e l w o n k
.s i s e h t s i h t n i d e s s u c s i d y l e v i s n e t x e e n o
.
3 Languageexposure
e r u s o p x e f o n o it i n if e d e h t o t d e t a l e
R stated above, l anguageexposurecan
d e n if e d e
b a sacondiiton o rstiuaiton where someonei sexpeirencing t heuse o f
. e g a u g n a
l I tcan bedescirbed fu trhert hatt hese expeirencesi ncludemany forms .
. e g a u g n a l e h t n i s t x e t r e h t o r o , s l e v o n , s w e n e b n a c t i s g n i d a e r f o m r o f e h t n I
r a s r e h t O . e g a u g n a
l e ilsteningt omusic ,watchingflim ,o rw iritngpaper sorl etter s
. h s il g n E n i
.
4 Token-typer aito
n e k o
T -type raito i s the mos t used way to measure lexica l diverstiy
) 3 0 0 2 , o k n e l v a P & e l e a w e D
( . Thi s method compare s type –the numbe r o f
s d r o w t n e r e f fi
d - wtih token –the numbe ro ftota lwords ,used in speeche so r
n i e l b i s s o p m i y l s u o i v b o s i h c i h w , 1 s i d o h t e m s i h t f o e r o c s l a m i x a m e h T . s g n it ir w
n o it c u d o r p e g a u g n a l l a m r o n
a ,fo ri tneed srepeititon so fce train grammaitca l
s t n e m e l
e .Thi smethodi saneasywayt os eet hechangesi nwordvairaitonsincei t
a l u m r o f s
i tedi nnume ircals core.
.
5 Cogniitve ilnguisitcs
e c n i s d e g r e m e s c it s i u g n il f o l o o h c s n r e d o m a s i s c it s i u g n il e v it i n g o C
t r a p e l b a r e d i s n o c a h ti w , s c it n a m e s n o y li v a e h s e s u c o f y d u t s f o a e r a s i h T . s 0 7 9 1
y g o l o h p r o m d n a x a t n y s n
o (Evan s& Green ,2006) .I ti salso rooted in the
s e e s s c it s i u g n il e v it i n g o c , f e ir b n I . e c n e i c s e v it i n g o c f o t n e m p o l e v e d
h ti w n o it a l e r s ti d n a d n i m f o y d u t s e h t g n i h c a o r p p a y b g n i n a e m f o n o i s n e h e r p m o c
e r u tl u c d n a e c n e ir e p x
e (Crof t&Cruse ,2004) .
.
6 Semanitcs
g n i n a e m s d r o w n o s e s u c o f o s l a s c it n a m e s , s c it s i u g n il e v it i n g o c f o t r a p s A
s c it n a m e S . d e s il o b m y s s g n i h t l a u t c a e h t d n a ) s l o b m y s d n a , s n g i s , s d r o w
( ha s
e h t n i , s c it a m g a r p d n a , g n i m r o f d r o w f o m r e t e h t n i y g o l o h p r o m h ti w n o it a l e r
s c it n a m e s f o t r a p s i , r e il r a e d e b ir c s e d s a , y g o l o c i x e L . g n i n a e m d r o w f o m r e t
. e c i o h c y r a l u b a c o v n i y l p e e d s e i d u t s h c i h w
.
7 Lexica lDiverstiy
x e
L ica ldiverstiy ,or word va iraiton, i show vaired aret he wordst ha tare
g n i s s u c s i d s n a e m y ti s r e v i d l a c i x e l g n i s s u c s i D . n o it c u d o r p e g a u g n a l a n i d e s
u the
. d e s u s d r o w t n e r e f fi d f o t n u o m
a High l exica ldiverstiy usuallyi ndicatest hehigh
r a v e h T . r e c u d o r p e g a u g n a l e h t f o y c n e i c if o r
p iaitono fword susually comesf rom
y l h g i h e s u o t y ti li b a e h T . ) g n i n a e m r a li m i s h ti w s d r o w ( s m y n o n y s f o e s u e h t
e v it a n a f o c it s ir e t c a r a h c a e b o t d e v e il e b s i y r a l u b a c o v d e ir a
v -speaker ,wtih
0 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
d e t a l e r s e h c r a e s e r d n a s g n it ir w l a c it e r o e h t f o s w e i v e r s t n e s e r p r e t p a h c s i h T
e h t o t y r o e h t e n o e s i s e h t n y s o t t p m e tt a s w e i v e r e s e h T . s i s e h t s i h t n i y d u t s e h t o t
n i a t b o o t r e d r o n i r e h t
o at heoreitca lframework of t he study ofl exica ldiverstiy
f o t n i e d a m s i r e t p a h c s i h T . e r e h d e t c u d n o
c i vedivisions :whatl exica ldiverstiyi s
t i y h w d n
a i simpo tran ,tt her elaiton ofl anguageexposure,l exicology andl exica l
l a c i x e l g n ir u s a e m , y ti s r e v i
d diverstiy using Token-TypeRaito method ,overview
, y d u t s s i h t n i d e t c u d n o c h c r a e s e r e h t f
o andt heoreitcalf rameworkinordert ogive
e h t f o g n i d n a t s r e d n u p e e d d n a r a e l
c study.
.
A Lexica lDiverstiyand tisI mportance
i x e l t a h t k n i h t y l b a b o r p l li w e l p o e p t s o
M ca ldiverstiyhast hes ameconcep t
d e h c a o r p p a e b n a c m e h t f o h t o b h g u o h tl a , r e v e w o H . s s e n h c ir y r a l u b a c o v h ti w
, s s e n h c ir y r a l u b a c o V . t n e r e f fi d y ll a c it c a r p e r a y e h t , d o h t e m r a li m i s a h ti w
h e r p m o c e b n a c t a h t s d r o w f o t n u o m a e h t s i ,) 8 0 0 2 ( n o it a N o t g n i d r o c c
a ended by
y ti v it c u d o r p o t d e t a l e r y l e s o l c s i , d n a h r e h t o e h t n o , y ti s r e v i d l a c i x e L . e n o e m o s
e h t o s l a t u b , d e s u s d r o w e h t f o g n i n a e m e h t g n i d n a t s r e d n u y l n o t o n s e v l o v n i d n a
d e s u e b d l u o h s s d r o w e s o h t y h w d n a w o h f o ’ n o i s i c e d
‘ (Dewaele & Pavlenko ,
) 3 0 0
2 .Bette rexplanaiton i sgiven by Malvern ,Richards ,Chipere and Durán
a f o n o it a c i d n i n a “ s i y ti s r e v i d l a c i x e l f o l e v e l e h t t a h t d e t a t s o h w ) 0 1 0 2 (
, n o it a n a l p x e e l p m i
s ti can be said tha tlexica ldiverstiy i show one eus shis
.s s e n h c ir y r a l u b a c o v
e t a r u c c a w o h s e n i m r e t e d y li v a e h t i e s u a c e b t n a tr o p m i s i y ti s r e v i d l a c i x e L
t a h t e g a u g n a l e h
t o ne produces ,or ,a show Dewaeleand Pavlenko (2003 )pu t ti ,
.. .
“ higherl evel sofr esoluitonwillr esu tli nl onge randmore ifne-grainedr etelilng s
l a c i x e l f o l e v e l s ’ e n o , e v it c e p s r e p r i e h t n i ,r e v o e r o M . ” s d r o w c if i c e p s e r o m h ti w
d e s u n e tf o o s l a d n a y c n e i c if o r p e g a u g n a l s i h f o n o it a c i d n i s u o i v b o n a s i y ti s r e v i d
b e h t s
a asist oj udgehi spersonaltiyandi ntellectualtiy .Therefore,i nt hecontex to f
. y ti s s e c e n a s i y ti s r e v i d l a c i x e l f o l e v e l h g i h a g n ir i u q c a , y r e t s a m e g a u g n a l
t n e ll e c x e e r a s r e k a e p s e v it a
N model sofl anguageuser swtih highl eve lo f
. y ti s r e v i d l a c i x e
l Theri language producitons , compared to the language
n o n f o s n o it c u d o r
p -naitve speakers , are natura l and seem to be efforltess .
r i e h t ’ g n i s n e s ‘ n i e g a t n a v d a e v a h s r e k a e p s e v it a n , ) 0 1 0 2 ( h t o o B o t g n i d r o c c A
e d i w d n e h e r p m o c o t y ti li b a e h t e v a h y e h t e r e h w , e g a u g n a
l randdeepe rmeaningo f
h c i h w , s d r o w e l b a t c i d e r p n u e r o m g n i s u f o y c n e d n e t e h t o t s d a e l s i h T . s d r o w e h t
n o N . s n o it c u d o r p e g a u g n a l d e ir a v e r o m n i s tl u s e
r -naitve speaker stend to use
k c a l s n o it c u d o r p e g a u g n a l r i e h t , e r o f e r e h t d n a , s d r o w l a r e n e g d n a n o m m o c
r a
v iaitons .
f o l e v e l r a l u c it r a p a h c a e r o t s m i a n o it a c u d e e g a u g n a l y r e v e , e r o m r e h tr u F
s i l a o g e h t , n o it a c u d e e g a u g n a l f o l e v e l r e h g i h a n i e r e h w , y c n e i c if o r p e g a u g n a l
r a e n n i a tt a o t y l d e s o p p u
s -naitve pro ifciency (Leaver ,Ehrman ,& Shekhtman ,
) 5 0 0
2 . I nt he ils tofi nternailsed knowledget ha tnaitvespeaker shave,f ou rpoint s
g n i d n a t s r e d n u l a u t x e t n o
c and 4 )above average vocabulary size ,al lrelated to
y ti s r e v i d l a c i x e
l (Lee ,2005) .Therefore ,improving lexica ldiverstiy to a ce train
e g a u g n a l d n o c e s f o m r o f y r e v e f o m i a n i a m e n o e b d l u o h s l e v e l d e ri s e d
.t r o f f e n o it i s i u q c
a
.
B LanguageExposure ,LexicologyandLexica lDiverstiyRela itons
y li v a e h s e r u s o p x e e g a u g n a l t a h t e t a t s , ) 5 0 0 2 ( e l o c r e h t a G d n a a r u o s a M
o h w , ) 3 0 0 2 ( n a h e k S o t g n i d r o c c a e u rt s i s i h T . s d r o w f o e c i o h c s ’ e n o e c n e u lf n i
y r o m e m e r o m h c u m s i fl e s ti e g a u g n a l “ t a h t r e g n il l o B s e t o u
q -basedt hanha sbeen
y ll a r e n e
g considered .Muchofl anguageconsist sofl exica lelements ,andt hat ,on
e r a , s i h t g n it r o p p u S . ” s e l u r y b d e b ir c s e d y li s a e n e v e t o n y a m e s e h t , n o i s a c c o
s e
N se l and Dixon (2008) , who state tha t language learning i s very much
e c n e ir e p x
e -based .Thei mplementaiton oft hist heory ist ha t“themos tspeech we
” e r o f e b d e c u d o r p n e e b e v a h o t y l e k il s i e c u d o r
p (Skehan ,2003).
, t n e m e t a t s s ’ e l o c r e h t a G d n a a r u o s a M m o r
F ti can be s dai tha tEngilsh
s il g n E s ’ e n o o t l a it n e u lf n i y r e v e b t s u m e r u s o p x
e h ,o rin othe rwords ,the way
. s a h e h s e r u s o p x e h s il g n E e h t y b d e c n e u lf n i h c u m y r e v s i h s il g n E s e s u e n o e m o s
, e r o f e r e h
T theway one uses Engilsh canno tbe separated from how he ha sbeen
. e g a u g n a l e h t o t d e s o p x e
7 0 0 2 ( e s u r C , e v o b a s e ir o e h t e h t o t n o it i d d a n
I ) propose s tha t the
e h t f o d n u o r g k c a b e h t y b d e t c e f f a o s l a s i s d r o w f o g n i n a e m f o g n i d n a t s r e d n u
y l n o t o n l li w s e r u s o p x e f o t n u o m a g n i s a e r c n i , m i h o t g n i d r o c c A . r e s u e g a u g n a l
e h t o t s e r u s o p x e g n i v a h n e e w t e b n o it a l e r r o c a , s i h t m o r f n e e s e b n a c t I .s d r o w f o g n i n a e m f o n o i s n e h e r p m o c h s il g n E t a h t e s o p o r p o s l a o h w , ) 5 0 0 2 ( n a m t h k e h S d n a n a m r h E , r e v a e L , h s il g n E s ’ e n o e m o s t c e f f a h c i h w s r o t c a f t n a c if i n g i s t s o m e h t f o e n o s i e r u s o p x e h
t en conitnue i twtih a statemen ttha tthe bes tway to achieve high leve lo f
h g u a d r a W . e g a u g n a l e h t h ti w r e n r a e l e h t g n i d n u o r r u s y b s i h s il g n E n i n o it i s i u q c a n e h t g n e rt s , ) 2 9 9 1
( s thi swtih hi sstatemen ttha tno tonly i twli limprove one’ s
e g d e l w o n k e h t e c n i s , ti s e s u e h y a w e h t t c e f f a o s l a l li w t i , h s il g n E g n i s u n i y ti li b a d n u o r a d e s u s i e g a u g n a l e h t y a w e h t y b d e c n e u lf n i y l h g i h s i e g a u g n a l a g n i s u n i i , e c n e t n e s r e l p m i s a n I . m i
h tcanbes aidt hati mprovingexposure so fEngilshwli l
.t i g n i s u n i y ti li b a r e tt e b n i tl u s e r r e f e r , w o
N ir ngback t ol exica lo irginaiton ,onewill‘ decide’t o useaword
t c e j b o l a e r e h t h ti w d r o w e h t f o n o it a i c o s s a e h t g n i d r a g e r y
b (Poole ,1999) .To
e n o o n s i e r e h t “ t a h t d e u g r a , ) 9 0 0 2 ( g e w e g o H , s i h
t - ot -one relaiton between
d n a , ” s d r o w d n a s g n i n a e
m one’ sproduciton o fword s–hi s‘decision ’to choose
. s d r o w e h t f o n o it a t e r p r e t n i n w o s i h n o d e d n e p e d y li v a e h s i , d e s u e b o t s d r o w e h t t a h w s i s i h
T i llsca e dlexicology.
e h s d r o w e h t ’ s e d i c e d ‘ e n o e m o s s e o d y lt c a x e w o h , n e h t ,s i n o it s e u q e h T d r o w t a h t e e r g a ) 4 0 0 2 ( r o o p s r e V d n a n e v ri D d n a ) 4 0 0 2 ( e s u r C d n a t f o r C ? e s u l li w c u d o r p s d r o w n i d e v l o v n i r o t c a f y l n o e h t t o n s i n o i s n e h e r p m o c g n i n a e
m iton ,i t
i h
T sprediciton i svery much affected by how he understood t hat l anguagewhen
.s r e h t o m o r f ti d e v i e c e r e
h
, s r o t c a f e e r h t e s o h t n a h t r e h t
O theauthorbeilevest hatt herearet wo more
. tr o f m o c d n a y ti r a il i m a f : d r o w a g n i s u n i n o i s i c e d e h t g n i c n e u lf n i s g n i h t
a
F miilartiy mean stha tsomeone wli l ilkely use word she i smos tfamiila rwtih ;
l li w e n o e m o s t a h t s n a e m t r o f m o c d n a , m i h d n u o r a n e tf o t s o m d e s u e r a t a h t s d r o w
s n o it c ir t s e r s s e l ,t r o f f e s s e l d e e n t a h t s d r o w e s
u and more spontanetiy related t o
e h n o it a u ti s e h
t isi nvolved i n .Both related t o how t hel anguagei sused around
. m i h
s n o it c a r e t n i e h t y b t li u b s i y g o l o c i x e l s ’ e n o t a h t , n e h t , e r e h n e e s e b n a c t I
e g a u g n a l e h t h ti w d e c n e ir e p x e e
h –languageexposures .Thus ,a ilnko fconneciton
, s e r u s o p x e e g a u g n a l n e e w t e
b lexicology and lexica l diverstiy can be drawn .
e r a e g a u g n a l a n i s d r o w w o h f o e g d e l w o n k d n a e c n e ir e p x e e h t e v i g s e r u s o p x E
s d r o w e h t g n i s o o h c n i ’ n o i s i c e d ‘ e h t s t c e f f a r e t a l h c i h w , y g o l o c i x e l p u t li u b , d e s u
. n o it c u d o r p e g a u g n a l n i d e s u e b o t
.
C MeasuringLexica lDiverstiyUsingToken-TypeRa itoMethod
l a c i x e l e r u s a e m o t d e s u y l n o m m o c s d o h t e m o w t e r a e r e h t , y ll a c i s a B
n e k o T e h t d n a d o h t e m ) W D N ( s d r o W t n e r e f fi D f o r e b m u N e h t : y ti s r e v i
d -Type
e h t g n it n u o c y b t n e m e r u s a e m e h t h c a o r p p a s d o h t e m h t o B . d o h t e m ) R T T ( o it a R
d e s u s d r o w l a t o t f o r e b m u n e h t o t e v it a l e r s d r o w t n e r e f fi d f o r e b m u
n (Malvern ,
) 4 0 0 2 , n á r u D & , e r e p i h C , s d r a h c i
R .NDW i st hesimples tamong both methods ,
l e g r a l g n i c a f n e h w t n e t s i s n o c e b o t y ti li b a n i s ti o t e u d g n il i a f s i t u
R T T . s n o it it e p e r d n a s e s u s d r o w e v i s n e t x e d n a s e c n e t n e s r e g n o l h ti w n o it c u d o r p
. y ti s r e v i d l a c i x e l f o h c r a e s e r s u o r e m u n n i d e s u d o h t e m n o m m o c t s o m e h t w o n s i
e h t n o d e s a b t c u d o r p e g a u g n a l a o t n e v i g s i e r o c s a , d o h t e m R T T e h t n I
s e p y t d r o w f o r e b m u
n used i n t he produc trelaitvet o t het ota lnumbe ro fword s
e c n e t n e s e h t , e l p m a x e r o f ;t i n i d e s
u thequickbrown f oxj ump sovert hel azydog
d r o w e h t( e n i n s i d e s u s d r o w f o r e b m u n l a t o t e h t h ti w s e p y t d r o w t h g i e s a
h the si
e h T . 9 8 . 0 r o 9 / 8 s i e c n e t n e s e h t r o f e r o c s R T T e h t , e r o f e r e h T . ) e c i w t d e s u
s i d o h t e m s i h t n i e r o c s m u m i x a
m 1 ,wheni nt hecase ,nowordi susedt wice.
c i s a b e h t , r e v e w o
H TTR method ,in conrtas twtih the NDW method ,
t n e m e r u s a e m t n e t s i s n o c e d i v o r p t o n n a
c when ti i sdeailng wtih l arge numbe ro f
r e b m u n a , e r o f e r e h T . s e c n e r e f fi d e g n a r y r a l u b a c o v h g i h h ti w y ll a i c e p s e , s e l p m a s
y ti s r e v i d l a c i x e l f o s d e e n s u o ir a v r e v o c o t d e t n e v n i e r a s n o it a m r o f s n a rt R T T f o
h t e n o s i d e s u d o h t e m R T T e h t , s i s e h t s i h t n I . h c r a e s e
r a tha sbeen modiifed by
t s a g u
D (Dewaele& Pavlenko ,2003)in 1989, t heDugas’t sUbe rformula ,which
: R T T f o n o it a m r o f s n a rt c i a r b e g l a n a s i
� � �
� ����� = � =log��( gl�o������− g�l�o�)�2����=( glo ������)2 g
o
l �����������
y l b a r e d i s n o c s i a l u m r o f r e b U e h t t a h t e v e il e b o k n e l v a P d n a e l e a w e D
n i , y l s u o i v b O . h c r a e s e r l a r e n e g n i y ti s r e v i d l a c i x e l e r u s a e m o t e t a r u c c
a more
a
p ritcula rstiuaitons ,othe rkind so fTTR rtansformaitonarebettert o beused .The
e p y T d e t n e m g e S n a e M e h t y l b a b o r p s i R T T f o n o it a m r o f s n a rt d e t a c it s i h p o s t s o
-e b t o n l li w d o h t e m e h t , y ti x e l p m o c s ti o t e u d , r e v e w o H . ) R T T S M ( o it a R n e k o T
.s i s e h t s i h t n i d e s u
, r e v e w o
H ti ah s to beunderstood t hat t herearevairablest ha tarestli lno t
s i , e l p m a x e r o f ,t c u d o r p e g a u g n a l e h t f o h t g n e l e h T . a l u m r o f r e b U e h t y b d e r e v o c
l a c i x e l f o e r o c s e h t t c e f f a o t d e r e d i s n o c e b d l u o h s t a h t s t n e m e l e e h t f o e n o
n a l t n e i c if o r P . d o h t e m s i h t n i t o n s i t u b , y ti s r e v i
d guageuser sarealso having t he
t i e r e h w , e l b i s s o p s a r a e l c s a e g a u g n a l ri e h t e k a m o t s n o it it e p e r e k a m o t y c n e d n e t
t n e m e r u s a e m e h t f o s tl u s e r e h t t c e f f a y l e g r a l n a
c (Booth ,2010).
.
D ResearchOverview
a e s e r f o s d n i k o w t e r a e r e h
T rch conducted i n t hi sstudy .The fris tone i s
. y d u t s y r a r b il s i d n o c e s e h t e li h w n a e m ; h c r a e s e r l a t n e m ir e p x
e Here i s also
h c r a e s e r e h t o t n o s ir a p m o c a s a y ti s r e v i d l a c i x e l n o h c r a e s e r r e h t o n a d e t n e s e r p
.s i s e h t s i h t n i d e t c u d n o c
.
1 Expeirmenta lResearch
h c r a e s e r l a t n e m ir e p x e e k a m t a h t s t c e p s e r t n a tr o p m i y r e v o w t e r a e r e h T
a e c n e u lf n i o t s t p m e tt a y lt c e ri d t a h t h c r a e s e r f o e p y t y l n o e h t s i t i “ : e u q i n u
g n it s e t r o f e p y t t s e b e h t s i t i , d e il p p a y lr e p o r p n e h w d n a , e l b a ir a v r a l u c it r a p
e s u a c t u o b a s e s e h t o p y
h - da -n effec trelaitonships” (Fraenke l& Wallen ,2008) .In
f o m e l b o r p t s ri f e h t r e w s n a o t d e t c u d n o c s i h c r a e s e r l a t n e m ir e p x e e h t ,s i s e h t s i h t
. y d u t s e h
t tIi sbeilevedt obet hemos tsutiablet ypeofr esearcht obeconductedt o
v e i h c
. t n u o c c a o t n i n e k a t e b t s u m s e l b a ir a v e e r h t , h c r a e s e r l a t n e m ir e p x e n a n I
e h t s i t s a l e h t d n a , t n e m t a e rt e h t s i d n o c e s e h t ,t n i o p g n it r a t s e h t s i e n o t s ri f e h T
e h t n e e w t e b e d a m n e h t s i n o s ir a p m o c A . t n i o p t l u s e r e h t r o e m o c t u
o staritngpoin t
.s e l p m a s e h t o t t n e m t a e rt e h t y b t h g u o r b t c e f f e t a h w e e s o t t n i o p t l u s e r e h t d n a
( n e ll a W d n a l e k n e a r
F 2008 )deifne rteatmen tand outcome a sindependen tand
. e l b a ir a v t n e d n e p e d
s f o s p u o r g e r o m r o o w t s a h h c r a e s e r l a t n e m ir e p x e n a , y l n o m m o
C ample s
e l b i s s o p s i p u o r g e n o y l n o g n i v a h h g u o h tl a , d e r a p m o c e b o
t (Fraenke l&Wallen ,
) 8 0 0
2 .The expeirmenta lresearch conducted in thi sstudy use st wo groups fo
s e l p m a
s .The fris tgroup ,ac ta sthe p irmary subjects ,is t he group o fwhich the
d e v r e s b o s i y ti s r e v i d l a c i x e l f o e g n a h
c . Thesecond group ,ac tast hecompa irson
, p u o r
g rolei nshowingwhethert he rteatmen to fEng ilshexposurei sr eallypu ton
.t c e f f e
According to Fraenke l and Wallen , “the major characteirsitc o f
m ir e p x
e entalr esearcht ha tdisitnguishe s tif romal lothert ype sofr esearch i st ha t
s r e h c r a e s e
r manipulate the independen tvairable” .In othe rwords ,a researche r
. s t c e j b u s e h t o t n e p p a h l li w t a h w s e d i c e d h c r a e s e r l a t n e m ir e p x e n a s t c u d n o c o h w
r e h t f o d n e e h t t
A esearch ,the researcher ,then ,see wha teffec tcaused by the
.s t c e j b u s e h t n i e c n e r e f fi d a e s u a c y ll a e r t n e m t a e rt e h t d i d r o , t n e m t a e rt
.
2 LibraryStudy
t s i x e y d a e rl a g n i d n if y b d e t c u d n o c s i h c r a e s e r y d u t s y r a r b il , l a r e n e g n I
e s o p p o r o , tr o p p u s t a h t s e ir o e h
t a h t s e ir o e h t e h T . a e r a y d u t s c i m e d a c a n a n i d e t c u d n o c y ll a u s u s i h c r a e s e r f o d n i k
g n i e b c i p o t r a l u c it r a p e h t n i s tr e p x e f o s e ir o e h t e r a y d u t s y r a r b il n i n e k a t e b n a c
n i d e s s u c s i
d thes tudy .Therefore,t hemos tacceptables ourcesf o rilbrarys tudyare
.s n o it u ti t s n i y d u t s r o s r e h s il b u p y h tr o w t s u rt m o r f ,l a n r u o j d n a s k o o b , e r u t a r e ti l
r o , y d u t s e h t o t d e k n il y lt c e ri d e b o t d e e n y li r a s s e c e n t o n o d s e ir o e h t e s e h T
e b n a c y e h T . y l h g u o r o h t c i p o t e l o h w e h t r e v o
c parltycorrelatedwtiht het opici na
e n o e s i s e h t n y s d n a e g n a r r a y a m r e h c r a e s e r A . e v it c e p s r e p r o y d u t s f o a e r a r e d i w
e h t o t y r o e h
t othe r in orde r to show the whole picture o f hi s theoreitca l
. n o it a n a l p x e
n i ,s u h T . y ti s s e c e n a s i tr o p p u s l a c it e r o e h t ,r e p a p c i m e d a c a n a g n it ir w n I
r e w s n a e h t d n if o t y l n o t o n d e t c u d n o c s i y d u t s y r a r b il , s i s e h t s i h
t t o the second
g n a l w o h , m e l b o r p h c r a e s e
r uage exposure saffec tlexica ldiverstiy ,bu talso to
s ’ e n o e c n e u lf n i y l h g i h s e r u s o p x e e g a u g n a l t a h t s i s e h t o p y h s ’ r e ti r w e h t t r o p p u s
d r o w f o l e v e
l vairaiton.
.
3 Booth’ sResearchi nLexica lDiverstiy
y b d e t c u d n o c n e e b d a h y ti s r e v i d l a c i x e l n i h c r a e s e r r e h t o n
A Pau lBoothi n
e r a p m o c h t o o B , h c r a e s e r s i h n I . 0 1 0
2 d thevocabularyperformanceo fnaitveand
n o
n -naitve speaker sin relaiton wtih thei rlearning style .Thi sresearch analysed
n e k o T f o l e d o m l a c it a m e h t a m r e h t o n a g n i s u y ti s r e v i d l a c i x e
l -Type Raito which
ll a
c edmeasureD. Ther esearchaime dto ifndL1andL2l exica ldiverstiypattern s
h ti w n o it a l e r n
n i s e r o c s r i e h t o t g n i d r o c c a s t n a p i c it r a p s i h d e p u o r g h t o o B , h c r a e s e r s i h n I
memory and analysis .Then using measure D ,he looked fo rthe relaiton o fthe
e h t d e r a p m o c e h , t s a L . s e r o c s r i e h t d n a y ti s r e v i d l a c i x e l ’ s t n a p i c it r a p
n o n d n a e v it a n e h t f o s e c n a m r o f r e
p -naitveparitcipantst o ifnddfiferencesi n t hei r
.s n r e tt a p y ti s r e v i d l a c i x e
l Therewa sno clea rdfiferencei n t heL1 and L2 l exica l
e h t n e h w d e g r e m e e r e w s n r e tt a p t u b , h c r a e s e r s i h n i h t o o B y b d e v r e s b o y ti s r e v i d
r i e h t h ti w d e t a i c o s s a e r e w s e r o c
s memoryandanalysi spefrormance .s
f h c r a e s e r s ’ h t o o
B oundthatt hel exica lvairaiton o fnon- tnaivespeakersi s
r i e h t o t d e t a l e r y l h g i
h memory performance .Thei ranalysi sperformance also
w o h
s e d in lfuence o n thei rlexica ldiverstiy ,bu tin a les saffecitve manner .Thi s
a
w sshown on hi s ifndingst ha tparitcipant swtih high memoryscore smademore
r p n
u edictable lexica l diverstiy scores , whlis t lexica l diverstiy score s o f the
h g i h h ti w s t n a p i c it r a
p analysi sperformance were no tmuch dfiferen twtih the
. e c n a m r o f r e p r e w o l d a h o h w s t n a p i c it r a p
n o n s ’ h t o o B f o n r e tt a p y ti s r e v i d l a c i x e l s i h
T -naitve paritcipant sdid no t
e v it a n s ’ h t o o B f o s e r o c s y ti s r e v i d l a c i x e l e h T . s t c e j b u s e v it a n s i h r o f y l p p a
r i e h t n i s e c n e r e f fi d e h t e ti p s e d e l b a t s e b o t d e m e e s s t n a p i c it r a
p memory and
analysi spefrormance .Boothsuggeste d tha tnaitvespeaker smay over-learn l exis ,
h c i h
w late rcancel sou tanyeffect sofl earnings tyle .s
o t n o it i s o p s i d e r p a e v a h o t d e e n s r e k a e p s t a h t d e d u l c n o c n e h t h t o o B
e k il , y ti s r e v i d l a c i x e l e l b a t s e r o m a n i a g o t e g a u g n a l e s y l a n
a wa sshown by hi s
n o n e li h w n a e M . s t n a p i c it r a p e v it a
n -naitvespeakers ,who t end t o memo irsel exis ,
r i e h t y b d e c n e u lf n i d n a c it a r r e e r o m e b o t d e m e e
w o h s h c r a e s e r s ’ h t o o B , s i s e h t s i h t n i d e t c u d n o c h c r a e s e r o t n o it a l e r n
I e d
t a h
t therearedfiferencesi n t hepattern oft hel exica ldiverstiyo fnaitveand non
-v it a
n espeakers .Thu ,st hisr esearchalsosuggestst ha tnon-naitvespeakers’l exica l
, s i s e h t s i h t n i , h c i h w e c n a m r o f r e p y r o m e m r i e h t y b d e c n e u lf n i s i y ti s r e v i d
. e r u s o p x e e g a u g n a l o t d e t a l e r e b o t d e v e il e b
.
E Theoreitca lFramework
e h t e t a l e r o t s e ir t n o it c e s s i h
T study mattert o t het heo ires .Ther elaiton i s
y l s u o i v e r p s e ir o e h t t n a v e l e r r o j a m l l a g n i s i s e h t n y s d n a g n i s ir a m m u s y b e d a m
e h t e v l o s o t y d u t s e h t g n it c u d n o c p l e h o t r e d r o n i s i s i h T . r e t p a h c s i h t n i d e t a t s
.s m e l b o r p h c r a e s e r
d n u n a h ti w n i g e b h c r a e s e r s i h
T erstanding tha t lexica l diverstiy i s
e v it a n n i t n e m e l e y e k e n o s i t i e s u a c e b y l n o t o n t n a tr o p m
i -speakers ’language
c it s ir e t c a r a h c n o it c u d o r
p (Lee ,2005) ,bu talso because i timproves ,in general ,
y ti l a u q n o it c u d o r p e g a u g n a
l (Dewaele& Pavlenko ,2003) .Therefore, i mproving
e g a u g n a l n i l a it n e s s e s i n o it c u d o r p e g a u g n a l n i s d r o w y r a v o t y ti li b a e h t
s tr o f f e n o it i s i u q c
a (Leaver ,Ehrman ,&Shekhtman ,2005).
s d n a t s h c r a e s e r s i h t , d e v o r p m i e b n a c y ti s r e v i d l a c i x e l w o h e e s o t r e d r o n I
e c n e ir e p x e n o d e s a b y lt s o m s i e g a u g n a l t a h t y r o e h t e h t n
o (Nesse l& Dixon ,
) 8 0 0
2 ,and tha tpeople tend to reproduce rathe rthan produce new lexica l tiem s
) 3 0 0 2 , n a h e k S
( . Related to thi s theory ,thi sresearch beileve s tha t language
, n o it c u d o r p e g a u g n a l n i tr a p t n a c if i n g i s a s y a l p t a h t t n e m e l e n a e b t s u m e r u s o p x e
a , ) 5 0 0 2 ( n a m t h k e h S d n a n a m r h E , r e v a e L y b d e tr o p p u s o s l a s i h c i h
e b o t s d r o w e h t s e d i c e d e n o y a w e h t h ti w e n il n i s i s i h t , y l g n i s ir p r u s t o N . ) 2 9 9 1 (
d n a n e v ri D , ) 4 0 0 2 ( e s u r C d n a t f o r C y b d e t a t s s a , n o it c u d o r p e g a u g n a l s i h n i d e s u
,) 4 0 0 2 ( r o o p s r e
V andEvan sandGreen( 2006 .)
e e g a u g n a l f o t c e f f e e h t e s y l a n a o
T xposure on lexica l diverstiy , an
. y d u t s y r a r b il h ti w y l s u o e n a tl u m i s , d e t c u d n o c s i h c r a e s e r l a t n e m ir e p x e
n i d o h t e m t s e b e h t e b o t d e v e il e b s i ti e s u a c e b n e s o h c s i h c r a e s e r l a t n e m ir e p x E
e s u a c g n i
