2010. ‘The vocabulary performance of native and non-native speakers and its relationship to learning style’.
Malaysian Journal of ELT Research 6: 46-84
URL: http://www.melta.org.my/modules/tinycontent/Dos/BoothP_2010.pdf
Summary: This study examined engineering students’ technical reports which were analysed in relation to the extent to which both native (NS) and non-natives (NNS) avoided the repetition of words (lexical diversity). The variability of lexical recycling was found to be associated with learning style.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Kingston University (Faculty of Arts and Social Sciences)
URL: http://www.melta.org.my/modules/tinycontent/Dos/BoothP_2010.pdf
Summary: This study examined engineering students’ technical reports which were analysed in relation to the extent to which both native (NS) and non-natives (NNS) avoided the repetition of words (lexical diversity). The variability of lexical recycling was found to be associated with learning style.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Kingston University (Faculty of Arts and Social Sciences)
2009. ‘The development of vocabulary proficiency in relation to learning style’ in
Issues in Second Language Proficiency. London: Continuum, pp. 95-115
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: This chapter shows that analysis-oriented learners tend to be more consistent in their lexical development than memory-oriented learners who tend to show greater fluctuations. Lexical diversity and rarity are measured from learners’ written texts. Learners are categorised according to their strengths and weaknesses in visual memory of paired associates and grammatical sensitivity.
Country of research: United Kingdom
Learners' background: Germany
Institutional level: adult
Entered by: Kingston University (Faculty of Arts and Social Sciences)
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: This chapter shows that analysis-oriented learners tend to be more consistent in their lexical development than memory-oriented learners who tend to show greater fluctuations. Lexical diversity and rarity are measured from learners’ written texts. Learners are categorised according to their strengths and weaknesses in visual memory of paired associates and grammatical sensitivity.
Country of research: United Kingdom
Learners' background: Germany
Institutional level: adult
Entered by: Kingston University (Faculty of Arts and Social Sciences)
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