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Analysing lexical richness in French learner language: What frequency lists and teacher judgements can tell us about basic and advanced words

Tidball, Fran�oise; Treffers-Daller, Jeanine

Analysing lexical richness in French learner language: What frequency lists and teacher judgements can tell us about basic and advanced words Thumbnail


Authors

Fran�oise Tidball

Jeanine Treffers-Daller



Abstract

In this paper we study different aspects of lexical richness in narratives of British learners of French. In particular we focus on different ways of measuring lexical sophistication. We compare the power of three different operationalisations of the Advanced Guiraud (AG) (Daller, van Hout and Treffers-Daller, 2003): one based on teacher judgement, one on 'le français fondamental I er degré' and one on frequency of lexical items. The results show that teacher judgement is a highly reliable tool for assessing lexical sophistication. The AG based on teacher judgements is better able to discriminate between the groups than the other operationalisations. It also works better than Vocabprofil (the French version of Laufer and Nation's (1995) Lexical Frequency Profile). © Cambridge University Press 2008.

Citation

Tidball, F., & Treffers-Daller, J. (2008). Analysing lexical richness in French learner language: What frequency lists and teacher judgements can tell us about basic and advanced words. Journal of French Language Studies, 18(3), 299-313. https://doi.org/10.1017/S0959269508003463

Journal Article Type Article
Publication Date Oct 21, 2008
Deposit Date Sep 17, 2010
Publicly Available Date Dec 2, 2016
Journal Journal of French Language Studies
Print ISSN 0959-2695
Electronic ISSN 1474-0079
Publisher Cambridge University Press (CUP)
Peer Reviewed Peer Reviewed
Volume 18
Issue 3
Pages 299-313
DOI https://doi.org/10.1017/S0959269508003463
Keywords French, language, words
Public URL https://uwe-repository.worktribe.com/output/1022488
Publisher URL http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2370068
Additional Information Additional Information : © Cambridge University Press 2008.

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