Towards sophisticated writing

In the framework of the Natural Models1 approach to learning Estonian (see Kerge, Uusen, Põlda 2014; Pajupuu et al.2010), examples of highly educated non-philologist native adult speech and writing, rather than ideal edited standard language use, are considered the benchmarks to be striven for1. To improve both teaching and assessing writing, the vocabulary parameters of creative writings of Estonian L1 students from grades 5, 7, 9, and11 and the vocabulary parameters of writings of L2 writers with certified A2-, B1-, B2-, and C1-level proficiencies are compared to this benchmark. It is found that, although most adults must have more experience than young students, even at the C1-level, the L2lexicon of L2 writers is strikingly poorer than the lexicon of native educated adults or even upper secondary students.