The present study employed differently fine-grained word rating methods to assess three Chinese EFL learner groups’ performances on four vocabulary posttests after receiving three treatment tasks: a written output task, an oral output task, and a reading task. Few studies have investigated this potential difference and even fewer if both productive and receptive lexical learning are considered. However, it is not clear whether counting partial word learning makes a difference in capturing task-based and intra-learner lexical learning gain. counted both partial and complete word learning) or have only counted complete word learning. Existing studies have either counted partial word learning (i.e.
L2 Lexical Learning, Multiple Rating Methods, Cross-Task Lexical Learning, Intra-Learner Lexical Learning Gain, Experimental StudyĪBSTRACT: In assessing L2 lexical learning, especially initial learning, researchers always face the problem of whether partial word learning should be counted. London: Longman Group UK Limited.Įffect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain
