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Lexical Errors and Accuracy in Foreign Language Writing Author: María del Pilar Agustín Llach

Format:
Paperback - 264 pages
ISBN:
9781847694164
Published:
18 Jul 2011
Publisher:
Multilingual Matters
Dimensions:
210 x 148 (A5)
Availability:
Available

Summary

This book explores how lexical competence develops in a foreign language, and also argues for the importance of lexical accuracy as a measure of the quality of foreign language writing and as an indicator of receptive vocabulary knowledge.

Review:

This book presents an inspiring study of lexical errors by second language learners. The volume will be particularly welcomed by experts and students in the fields of vocabulary acquisition and of young learners in instructed second language acquisition. It will also help EFL teachers to gain valuable understanding of students’ errors and insights for vocabulary teaching.
Carmen Muñoz, University of Barcelona, Spain

This book provides applied linguistics researchers as well as students and practitioners with an up-to-date, comprehensible account of the lexical errors produced in early writing by a large sample of young Spanish EFL learners. As far as I know there are no studies like the one contained in this book. Vocabulary research has hardly paid attention to lexical errors, let alone young EFL learners. This book is a valuable contribution to understanding more on how young EFL learners acquire and develop vocabulary in school contexts, as well as how lexical errors interrelate with learners’ lexical knowledge and quality of writing.
Rosa María Jiménez Catalán, Universidad de La Rioja, Spain

This book provides a useful resource for students/researchers commencing work on L2 acquisition.
Trevor Jenkins, Freelance Communication Support Worker/Community (Sign Language) Interpreter on the LINGUIST LIST24.378

Author Biography:

María Pilar Agustín Llach is a lecturer at the Department of Modern Languages of the Universidad de La Rioja. Among her main research interests are the examination of vocabulary acquisition and teaching in the light of different variables such as age, gender, proficiency level, mother tongue influence, or learning context (CLIL vs. non-CLIL). Other vocabulary-related issues such as lexical errors, lexical transfer, and instruments used to measure vocabulary knowledge are included in her research.

Readership Level:

Postgraduate Research / Professional


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