A Jersey Dutch Vocabulary by James B. H. Storm

By James B. H. Storm

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Different genres need to be considered such as how to write a report, a news article, an academic paper or a verdict. English for Specific Purposes (ESP) and English for Academic Purposes (EAP) have their origin in this approach (Bruce, 2005; Silva & Matsuda, 2001; Zhu, 2004). Theories of writing that focus on writing as a process, whether they emphasise its cognitive nature or its social nature, highlight the content orientation of the composing process.

Celaya and Torras (2001) (see also Lasagabaster & Doiz, 2003) found that learners of different ages make different types of lexical errors as a result of L1 influence. Transfer from the L1, however, is found to be similar for learners of different ages in a study conducted by Cenoz (2001, 2003). Garcı´a Lecumberri and Gallardo (2003) also stated that L1 influence and use are pervasive in all age groups and the main strategy for all learners independent of age (p. 128). As regards the issue of strategy use, Victori and Tragant (2003) report that older learners use more strategies, and a wider variety of strategies and also more cognitively complex strategies, such as mnemonic techniques, analysis or classification.

It also addresses the issue of the role of vocabulary size in SLA, pinpointing the reasons why it is crucial in language development and performance. Finally, in order to provide a brief account of how vocabulary size is measured, we look at some of the tests which have been developed to determine how many words learners know. A frequently made distinction in the field of lexical studies is between the depth and the breadth of vocabulary knowledge. The former refers to 36 Part 1: Lexical Competence and Lexical Errors the quality of the lexical knowledge; in other words, how well learners know the words they know.

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