[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597892-105":59,"doc-detail-597892-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","fostering-academic-vocabulary-use-in-writing","Fostering Academic Vocabulary Use in Writing","","Explores how advanced L2 learners make lexical decisions while writing and how their perceptions of academic vocabulary relate to consciously choosing words during composition. A pilot case study follows nine students in an Intensive English Program in California: they write an essay, complete a vocabulary-strategy survey, and join interviews focusing on specific lexical choices. Patterns from these data inform 10 classroom applications for L2 academic writing teachers to better meet students’ academic vocabulary needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-academic-vocabulary-use-in-writing/597892/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-academic-vocabulary-use-in-writing/597892.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the pilot case study?","Question",{"text":112,"@type":113},"The study examines how advanced ESL students make lexical decisions while writing and how they consciously choose academic words based on their perceptions and interview responses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data collection methods were used?",{"text":117,"@type":113},"Participants wrote an in-class essay, completed a survey about vocabulary strategy use and personal background, and took part in interviews about specific lexical choices.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the study findings used for classroom practice?",{"text":121,"@type":113},"Insights from analyzed patterns were used to devise 10 classroom applications to help L2 academic writing teachers address students’ vocabulary needs more effectively.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597892,1792273872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Fostering Academic Vocabulary Use in Writing  \nThough research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In this pilot case study, 9 advanced students at an Intensive English Program in California wrote an essay, completed a survey on vocabulary strategy use, and participated in an interview to illuminate lexical choices they had made in their compositions. The insights gleaned from these data were then analyzed for patterns, and 10 classroom applications were devised to help L2 academic writing teachers address the vocabulary needs of their students.  \nIntroduction  \nMore than 25 years ago, a study published by TESOL Quarter  \nly drew attention to the importance of vocabulary knowledge in academic writing. Santos (1988) investigated thereactions of 178 university professors in multiple disciplines to two essays written by nonnative speakers. The findings concluded that the professors judged content and language separately and were tolerant of linguistic errors when they could understand the content. They were not so tolerant, however, of lexical errors, judging them most serious, even unacceptable. Santos determined, “It is precisely with this type of error that language impinges directly on content; when the wrong word is used, the meaning is very likely to be obscured”(p. 84) .  \nSantos concluded that writing courses should include instruction on“vocabulary building and lexical selection”(p. 85) .  \nThough Santos is not alone in this recommendation, many instructors remain unsure about how to incorporate word learning in  \nThe CATESOL Journal 27.1 • 2015 • 131  \nwriting classes. This pilot case study examines the in-class essays written by advanced pre-university L2 learners and their comments during follow-up interviews to gain insight into how learners identify the features of their training that have been most useful to them. We identify some key vocabulary difficulties faced by L2 university writers and suggest classroom applications for addressing them.  \nBackground  \nThe lexical decisions made by L2 writers draw upon many aspects of word knowledge (Coxhead, 2012; Nation 2013) . Effective writing entails not only knowing a lot of words, but knowing them well. To know a word well enough to use it in writing presupposes knowing its form, meaning (concepts, referents, and associations), and use (grammatical function, collocations, register, frequency; Nation, 2013) . Writing also requires productive knowledge of words that are high frequency, those used only in academic settings, and those that are technical terms for particular disciplines. More specifically, writing necessitates lexical richness, or the ability to use an appropriate proportion of high-frequency and academic words (Laufer & Nation, 1995) . Word use in writing is difficult even when learners recognize the words and know them receptively; the task of bringing receptive word knowledge into productive use is more difficult and takes more time and practice than is often recognized (Laufer & Paribakht, 1998; Lee & Muncie, 2006; Webb, 2005) . Finally, considerable lexical challenges in academic writing result from its formal register, which is rarely used outside academic discourse. Learners’ abilities to use an academic register reflect their identification with the academic community and require both the opportunity and desire to use it (Corson, 1985; Nation 2013) .  \nThere are thus many facets to the lexical demands placed upon the L2 academic writer. In the following section we examine students’perceptions ofthe lexical choices they encounter as they undertake a writing task.  \nThe Present Study  \nThe aim of this study was to explore the lexical decision making of advanced col","cbCaipYESCvbqV6B","https://ap.wps.com/l/cbCaipYESCvbqV6B","pdf",551789,18,"English","# Introduction\n# Background\n# The Present Study\n## Procedures","[{\"question\":\"What is the main focus of the pilot case study?\",\"answer\":\"The study examines how advanced ESL students make lexical decisions while writing and how they consciously choose academic words based on their perceptions and interview responses.\"},{\"question\":\"What data collection methods were used?\",\"answer\":\"Participants wrote an in-class essay, completed a survey about vocabulary strategy use and personal background, and took part in interviews about specific lexical choices.\"},{\"question\":\"How are the study findings used for classroom practice?\",\"answer\":\"Insights from analyzed patterns were used to devise 10 classroom applications to help L2 academic writing teachers address students’ vocabulary needs more effectively.\"}]","Fostering Academic Vocabulary Use in Writing | PDF",1792085900,45]