ABSTRACT

This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts — a descriptive and an argumentative — by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts. The second goal was to investigate the relations between literacy-related abilities and the use of advanced lexicon in writing. Accordingly, 292 Israeli grade-school children (second-, third-, fourth- and fifth-graders) were administered a linguistic, cognitive, reading and spelling test battery and produced two descriptive and two argumentative texts. The texts were analysed for noun abstractness, occurrence of internal-state verbs and the morphological complexity of adjectives. Findings showed an age-related increase in both literacy-related abilities and the lexical quality in the texts. Moreover, interactions found between lexical quality, age and genre suggest that text quality is dynamic, determined by a network of differential age- and literacy-related factors.

摘要

这项研究试图探索高级词典，这是文本质量的标志之一。为此，我们分析了讲希伯来语的学童在制作两种类型的文本（描述性和辩论性）时使用的高级词典。我们的研究有两个目标，第一个是追踪在编写学术类型的文本时使用高级词典的发展路径。第二个目标是研究与读写能力相关的能力与高级词汇在写作中的使用之间的关系。因此，对292名以色列小学学生（二年级，三年级，四年级和五年级）进行了语言，认知，阅读和拼写测试，并制作了两个描述性文本和两个论证性文本。对文本进行了名词抽象性分析，状态动词的出现和形容词的形态复杂性。调查结果表明，与读写能力相关的能力和文本的词汇质量都与年龄相关。此外，词汇质量，年龄和体裁之间的相互作用表明，文本质量是动态的，由与年龄和读写能力有关的差异因素网络决定。