Capturing Second Language Writing Competence: Analysis of Shell Noun Use and Lexical Richness

Abstract

Flower and Hayes’ (1981) cognitive process model includes planning, translating, and reviewing. In this model, translating is practically the process of putting ideas into language. Researchers have found that vocabulary knowledge is an important factor in translating process. Shell nouns are frequently used as cohesive devices. Accordingly, this study focused on the relationship between the overall quality of a text and either frequency of shell nouns or lexical richness. Thirty-six students of varying proficiency levels participated in the study. The data was part of a mid-term exam in that students were given 30 minutes to write an essay. Proficient EFL writers in this study intuitively avoided repeating the same words, and retrieved more varied and advanced vocabulary from their mental lexicon. A unique but significant predictor of their writing was lexical sophistication, which explained a relatively large proportion of the variance in writing performance. In spite of the fact that the students used a greater range of vocabulary in their writing, lexical diversity was not chiefly a characteristic of their argumentative writing performance. Once again, proficient writers used more shell nouns. As a result, good writers wrote essays containing more shell nouns as cohesive devices, with their writing characterized by greater lexical sophistication.