1. Proposal Presentation: The Relationship among English Proficiency, Vocabulary Knowledge and the Lexical Richness in Writing of Taiwanese Senior High School Students MA3C0201 郭于甄 Janet

2. INTRODUCTION 1.1 Background and Motivation  the importance of lexical learning Gass & Selinker (2008) (cited in Cobb, 2010): It is ‘the now widely accepted but still basically unoperational idea that “language learning is largely lexical learning.” ’

3. INTRODUCTION  the ultimate goal for language learning => Communicative Competence ( Retrieved from: http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html )http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html

4. INTRODUCTION 1.1 Background and Motivation  the Bimodal Distribution of Students' English Abilities in Taiwan  the “Goose Egg Phenomena” in English Composition Tests in the GAST and the AST

5. INTRODUCTION 1.2 Purposes of the Study 1. to explore the relationship among Taiwanese senior high school students’ English proficiency, vocabulary knowledge (i.e. vocabulary size) and vocabulary use (i.e. lexical richness and vocabulary profile) in their written output 2. to investigate the patterns of lexical richness and vocabulary profiles of good writing samples of the GSAT and the AST 3. to estimate the high-proficiency students’ productive vocabulary competence of the CEEC 7000 word list

6. INTRODUCTION 1.3 Research Questions RQ1: What is the relationship among senior high school students’ English Proficiency, and the lexical richness and vocabulary profiles of their writing? RQ2: What is the relationship among senior high school students’ vocabulary knowledge, and the lexical richness and vocabulary profiles of their writing?

7. INTRODUCTION 1.3 Research Questions RQ3: What’s the patterns of lexical richness and vocabulary profiles of good writing samples of the GSAT and the AST? RQ4: To what extent can the CEEC 7000 account for the text coverage of good writing samples of the GSAT and the AST?

8. INTRODUCTION 1.4 Significance of the Study  There is limited corpus linguistic studies on learners’ productive vocabulary and writing outputs in Taiwan.  Rare research is targeted on the good writing samples of the GSAT and the AST.  The results of this study can provide practical guidance in efficient writing instructions and lexical learning.

9. LITERATURE REVIEW 2.1 Vocabulary Knowledge 2.1.1 Receptive / Productive Vocabulary Knowledge 2.1.2 Size of Vocabulary Knowledge 2.2 Vocabulary Measures 2.2.1 Measures of Receptive Vocabulary 2.2.2 Measures of Productive Vocabulary 2.3 Lexical Richness Features and Writing Quality 2.3.1 Lexical Diversity 2.3.2 Lexical Sophistication 2.3.3 Lexical Density 2.4 Text Coverage 2.3.1 Word Lists and Text Coverage 2.3.2 CEEC 7000

10. Method 3.1 Subjects 3.1.1 100 senior high school students (Convenience Sampling) 3.1.2 100 learners’ compositions of the last mock exam before their GSAT in 2016 3.1.3 the good writing samples of the GSAT and the AST from 2009 to 2015 3.2 Instruments InstrumentsPurpose and Source Information Vocabprofile To investigate the vocabulary profiles ( lexical sophistication and lexical density) of the texts http://www.lextutor.ca/vp/ S Kojima (2010) To calculate lexical richness values ( lexical diversity ) http://www.kojima-vlab.org/lexical_richness/wiki/index.php?S The Vocabulary Size Test Nation & Beglar (2007) To measure the vocabulary size of the participants http://my.vocabularysize.com/ AntWordProfiler Anthony (2009) To present the text coverage of the CEEC 7000 http://www.laurenceanthony.net/software/antwordprofiler/

11. Method 3.3 Procedure Data Collection The Vocabulary Size Test The Mock Exam Composition Corpus Data Analysis S (Lexical Richness) Vocabprofile Log-linear model AntWordProfiler (CEEC 7000) English Grades on the Mock Exam Corpus Building The GSAT + AST Composition Corpus Data Analysis S (Lexical Richness) Vocabprofile AntWordProfiler (CEEC 7000)