Abstract
Learning a foreign language is often related to knowing the words which called lexical richness. This current study investigate the lexical richness in senior high school students. The data are taken from the students’ writing on expository essay. Writing an expository essay is a challenge for students where they should be able to write based on a given theme using a varied vocabulary so later the students are capable making a good writing. The students are collected from three grades that consist of 30 students in each grades. By the total amount of the students, it will be measured by some types of lexical richness; lexical density, lexical sophistication, and lexical variation. After being investigated, the results were found that lexical richness in each grades showed a significant increase in each class, starting from grade 10 to grade 12. According to all those three measurements, showed that grade 12 is the highest percentages among others and it concludes that students in grade 12 is the most prepared and have the richest lexical between grade 10 and 11.
Highlights
Learning a foreign language is often related to knowing the words and the sentences
The result of this study reveals that the time between years 11 and 13 constitutes a period of significant lexical development in the areas of lexical variation, lexical sophistication, and lexical density
The previous studies concern more on the lexical richness and syntactic complexity on NS. It is quite different with this current study because the measuring instruments are the same, this study focuses more on English as a Foreign Language (EFL) learners as non-native speakers in high school
Summary
Learning a foreign language is often related to knowing the words and the sentences. The knowledge of words is called lexical richness. Kyle & Crossley (2016) stated that lexical richness is the measurement of how rich the students’ have in writing and composing the words or lexical in a good essay. In relation to the occurrences of lexical richness, Djiwandono (2016) asserted that these occurrences were majorly triggered by the second language use that can be further acknowledged from its sophistication and L2 learner’s productive vocabulary. The occurrences of lexical richness were majorly analysed in the field of applied linguistics. The wide range of tests were utilised to measure the lexical use in children and ESL learners
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