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sp;in  the  lists.  Here  it needs to be explained. In the LFP proposed by Laufer and Nation (1995), except for the words in the third word list, the words in the not in the lists are also treated as low frequency words. However, as for this study, in order to reflect the true situation of the lexical use by junior high school students, the word types in the not in the list contain both  the  correct  word  types  beyond  “Compulsory  Education  English  Curriculum Standard (2011)” and the words which are created by the students. Both of these two kinds of words are useful to illustrate the current situation of lexical use of junior high school  students,  but  only  the  correctly  used  word  types  beyond  the  “Compulsory Education  English  Curriculum  Standard  (2011)”  will  be  treated  as  a  factor  of examining  lexical  sophistication.

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conclusion

Although  the  data  analysis  and  discussions  are  based  on  authentic  and  detailed statistics gained from real writing materials in ICCI, the reliability and validity of the research  results  still  can  be  affected  by  some  variables.  There  are  still  some limitations which need further amendments.  The first limitation lies on the data resources. Sample size can influence the final results  and  the  representativeness  of  the  whole  population  that  the  study  focuses  on. The  sample  size  in  this  study  is  comparatively  small.  As  the  final  findings  suggest, some aspects of lexical richness vary a lot from grade to grade in junior high schools. Therefore,  a  larger  size  of  samples  could  be  adopted  in  the  future  study  to  get  more accurate  and  reliable  results.  In  addition,  many  other  variables  which  may  affect  the final  results  are  not  taken  into  consideration,  such  as  gender  or  the  compositions  are written  by  students  from  key  junior  high  schools  or  not.  It  is  possible  that  students from  lower  grade  in  key  junior  high  schools  could  produce  more  varied  and 
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The reference (omitted)
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