![]() The present study employed differently fine-grained word rating methods to assess three Chinese EFL learner groups’ performances on four vocabulary posttests after receiving three treatment tasks: a written output task, an oral output task, and a reading task. Few studies have investigated this potential difference and even fewer if both productive and receptive lexical learning are considered. ![]() However, it is not clear whether counting partial word learning makes a difference in capturing task-based and intra-learner lexical learning gain. ![]() counted both partial and complete word learning) or have only counted complete word learning. Existing studies have either counted partial word learning (i.e. L2 Lexical Learning, Multiple Rating Methods, Cross-Task Lexical Learning, Intra-Learner Lexical Learning Gain, Experimental StudyĪBSTRACT: In assessing L2 lexical learning, especially initial learning, researchers always face the problem of whether partial word learning should be counted. London: Longman Group UK Limited.Įffect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |