scholarly journals Assessing Vietnamese Text Readability using Multi-Level Linguistic Features

2020 ◽  
Vol 11 (8) ◽  
Author(s):  
An-Vinh Luong ◽  
Diep Nguyen ◽  
Dien Dinh ◽  
Thuy Bui
Keyword(s):  
Linguistic Features ◽  
Text Readability ◽  
Multi Level

The Logical and Compositional Organization of the Lecture (Based on a Lecture from M. Mamardashvili’s Course “Lectures on Proust”)

2020 ◽  
pp. 72-81
Author(s):  
Aleksandra A. Talanina ◽  
Keyword(s):  
Academic Discourse ◽  
Basic Function ◽  
Literary Language ◽  
Linguistic Features ◽  
Specific Nature ◽  
Teaching Process ◽  
Discourse Studies ◽  
Multi Level ◽  
Spatiotemporal Coordination ◽  
Different Levels

Functional and stylistic studies give us an idea of linguistic features of speech products, thus enabling style identification. These specific features become most recognizable when comparing styles. Discourse studies, on the contrary, are mainly focused on understanding and describing basic factors of creating a form of a literary language (style) and factors that determine the characteristics of speech products in individual situations within a socially significant sphere. This article presents an analysis of the logical and compositional organization of the lecture as a genre of academic discourse, taking a university lecture from M. Mamardashvili’s course on M. Proust as an example. The specific nature of the lecture genre in academic discourse is determined by its basic function in the teaching process implemented in direct dialogue with the audience. The research is based on the thesis that a lecture is an event that can be analysed using the concept of chronotope. The use of this concept beyond the analysis of fiction is relevant since spatiotemporal coordination is mandatory for any speech product, regardless of the sphere it is created in or the functions it performs. The main feature of the lecture chronotope is multi-level organization, since a lecture has its own internal spatiotemporal coordinates. The lecture chronotope is explicated at different levels of the text (compositional, lexical and grammatical), which are interconnected. Considering this, two interconnected frameworks of the lecture – structural and semantic – are singled out; they provide the logical and compositional organization of the material, which is important to ensure students’ understanding.

Assessing L2 reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy & McNamara (2007)

2008 ◽  
Vol 41 (3) ◽  
pp. 409-429 ◽  
Author(s):  
Scott A. Crossley ◽  
Danielle S. McNamara
Keyword(s):  
Second Language ◽  
Essential Elements ◽  
Linguistic Features ◽  
Authentic Texts ◽  
L2 Reading ◽  
Linguistic Differences ◽  
Text Readability ◽  
Linguistic Structures ◽  
Comprehensive Study ◽  
Reading Texts

This paper follows up on the work of Crossley, Louwerse, McCarthy & McNamara (2007), who conducted an exploratory study of the linguistic differences of simplified and authentic texts found in beginner level English as a Second Language (ESL) textbooks using the computational tool Coh-Metrix. The purpose of this study is to provide a more comprehensive study of second language (L2) reading texts than that provided by Crossley et al. (2007) by investigating the differences between the linguistic structures of a larger and more selective corpus of intermediate reading texts. This study is important because advocates of both approaches to ESL text construction cite linguistic features, syntax, and discourse structures as essential elements of text readability, but only the Crossley et al. (2007) study has measured the differences between these text types and their implications for L2 learners. This research replicates the methods of the earlier study. The findings of this study provide a more thorough understanding of the linguistic features that construct simplified and authentic texts. This work will enable material developers, publishers, and reading researchers to more accurately judge the values of simplified and authentic L2 texts as well as improve measures for matching readers to text.

scholarly journals The role of text in teaching foreign languages

2014 ◽  
pp. 302-308
Author(s):  
T. A. Baranovskaya
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Sound Production ◽  
First Language ◽  
Linguistic Features ◽  
Foreign Language Acquisition ◽  
Multi Level ◽  
Scientific Value ◽  
Static Systems

The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation). Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.

scholarly journals Szempontok és módszerek a személynév és etnikum összefüggésének vizsgálatához

2019 ◽  
Vol 40 ◽  
Author(s):  
János N. Fodor
Keyword(s):  
Linguistic Features ◽  
Personal Names ◽  
Ethnic Affiliation ◽  
Majority Population ◽  
Other Information ◽  
Back Ground ◽  
Level Method ◽  
Multi Level ◽  
The One

Aspects and methods for examining the connection between personal names and ethnicity It is a difficult task to determine the value of proper names in ethnic reconstruction. This can be considered a dubious area of onomastic/linguistic and historical research. Even the explanation of the basic concepts seems to be problematic; still, defining ethnicity and identifying the nature of the connection between ethnicity and language cannot be avoided. It is also important to define the value of the different types of personal names as sources: what can and cannot the research into the etymology of surnames be used for, what are the factors that have an impact on linguistic recon-struction, how can individual names help ethnic reconstruction, etc. After summarizing the back-ground research of name analysis in Hungary, the author presents a multi-level method of ethnic reconstruction based on personal names. The procedure tries to separate the determination of the name’s etymology from that of the ethnic affiliation, placing the examination objectives at separate levels. On the first level, the etymology of the surnames is determined and the linguistic background of the name is explored by considering linguistic aspects only, paying attention to the rules of ety-mological and onomastic research. The author separates two levels of the examination of ethnic reconstruction that are built upon each other. On the one hand, the linguistic features of the indi-vidual names are observed, and then other information on name sociology (e.g. social status, majority population), referring directly or indirectly to ethnic background, is taken into consideration.

Verlaufsanalyse wöchentlicher Selbst- und Fremdeinschätzungen in der Langzeittherapie suchtkranker Jugendlicher

2019 ◽  
Vol 47 (2) ◽  
pp. 126-137
Author(s):  
Ferdinand Keller ◽  
Tatjana Stadnitski ◽  
Jakob Nützel ◽  
Renate Schepker
Keyword(s):  
Allen Vier ◽  
Multi Level

Zusammenfassung. Fragestellung: Über Veränderungen in der emotionalen Befindlichkeit von Jugendlichen während einer Suchttherapie ist wenig bekannt. Methode: Die Jugendlichen füllten wöchentlich einen entsprechenden Fragebogen aus, analog ihre Bezugsbetreuer eine parallelisierte Kurzfassung. Von 42 Jugendlichen liegen insgesamt 853 Bogen und von den Bezugsbetreuern 708 Bogen vor. Die Fragebogen wurden zunächst faktorenanalytisch hinsichtlich ihrer Dimensionalität ausgewertet, anschließend wurden gruppenbezogene Verlaufsanalysen (Multi-Level-Modelle) und Abhängigkeitsanalysen auf Einzelfallebene (Zeitreihenanalysen) durchgeführt. Ergebnisse: Im Jugendlichenfragebogen ergaben sich vier Faktoren: negative Befindlichkeit, Wertschätzung von Therapie/Betreuung, Motivation und Suchtdynamik. Die Übereinstimmung zwischen den Jugendlichen- und der (einfaktoriellen) Betreuereinschätzung fiel insgesamt niedrig bis mäßig aus, brachte aber auf Einzelfallebene differenziertere Ergebnisse. Im Verlauf nahmen die Werte auf allen vier Jugendlichenskalen ab. Einzig der Verlauf der Wertschätzung in der Eingewöhnungsphase war prädiktiv für den späteren Abbruch der Maßnahme: Bei den Abbrechern nahm die Wertschätzung ab, während sie bei den Beendern initial stieg. Schlussfolgerungen: Der bedeutsamste Faktor in Bezug auf die Therapiebeendigung suchtkranker Jugendlicher scheint die Wertschätzung von Therapie/Betreuung zu sein, während die Motivation jugendtypische Schwankungen aufweist. Der Suchtdynamik kam eine deutlich weniger bedeutende Rolle zu als allgemein angenommen. Programme in der Langzeittherapie sollten die Wertschätzung von Therapie/Betreuung künftig mehr fokussieren als die Suchtdynamik.

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