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Title: The lexical problems and lexical strategies of Tunisian learners in French and English writing
Author: Meziane, Amel
ISNI:       0000 0004 2738 2512
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Process-based studies investigating composing behavior in Ll and L2/L3 writing have generally focused on the way writers plan, formulate,' revise and edit their written compositions. They, however, paid little attention to the lexical problems those writers were aware of and how they endeavored to solve them using communication strategies. This study examines a) the lexical problems (types and rates per 100 words) that Tunisian students noticed when writing argumentative essays in French (L2) and English (L3) in an exam- simulated situation as well as b) the various lexical strategies (types and percentages) they used to solve their lexical problems. Their c) notice ability is also examined and a new measure of the notice phenomenon is suggested. The variation of a, band c was looked at in relation to the three factors under-investigation namely language (L2 vs. L3), lexical proficiency and course level (Baccalaureat students vs. EFL majors). Background questionnaire together with vocabulary tests, think-aloud protocols, retrospective interviews and subjects' L2 and L3 essays constitute the main research instruments. Quantitative and qualitative results show that different types of competence-based problems (lexical gaps and problems originating from incomplete mastery of known words) and performance-based problems (retrieval problems and perceived problems of words inappropriateness and repetition) were identified in the process of both L2 and L3 writing. The frequency of some lexical problems varied across languages (e.g. lexical .gaps), lexical proficiency (e.g. lexical gaps and mastery of aspects of known words) and course level (e.g. retrieval of word aspect problems in L2 writing). With regards to lexical strategies, subjects had recourse to a) target language-based strategies b) mediator language-based strategies i.e. using lexical knowledge of other languages they learnt/are still learning c) reading information already available in the compositions and d) non- linguistic strategies such as message abandonment, ignoring, and postponing. Lexical proficiency played a crucial role in determining the percentages of. target language-based and mediator language-based strategies. The notice ability turned out to be weak and its variation was dependent only on subjects' lexical proficiency in English.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available