Temat: lexical sophistication - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Readability and lexical sophistication of colon cancer websites – a corpus-assisted assessment of online educational materials for patients
Czytelność i trudność leksykalna internetowych stron dotyczących raka jelita grubego – korpusowa analiza materiałów edukacyjnych dla pacjentów
Autorzy:: Bączkowska, Anna
Powiązania:: https://bibliotekanauki.pl/articles/1398091.pdf
Data publikacji:: 2019-12-31
Wydawca:: Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:: colon cancer
health literacy
readability
plain language
lexical sophistication
patient online materials
vocabulary profile
corpus-assisted study
medical discourse
rak jelita grubego
healthliteracy
czytelność
prosty język
trudność leksykalna
materiały online dla pacjentów
profil słownictwa
analiza korpusowa
dyskurs medyczny
Opis:: The aim of this paper is to check whether the information for colon cancer patients available on top websites devoted to this disease is comprehensible for the readers or whether, due to high saturation with special medical terms, it is beyond the recommended readability level of an average internet user. Two main criteria of analysis were involved in the study: readability and lexical sophistication. The methods used in the study include 8 readability tests (ARI, Colemen-Liau, New Dale-Chall, Flesch-Kincid, Fry, Gunning Fog, Raygor Estimate, and SMOG), TAALES software and Lexical Complexity Analyser used to examine syntactic and lexical parameters of texts, and a corpus-assisted web-based tool used for lexical sophistication called VocabProfile. The study has shown that none of the 30 websites under scrutiny meets the demand of the recommended readability level, and that higher lexical sophistication involves a lower readability level.
Celem artykułu jest sprawdzenie czy informacje na temat raka jelita grubego dostępne na najczęściej odwiedzanych stronach internetowych są zrozumiałe dla czytelników czy też, z uwagi na duże nasycenie terminami specjalistycznymi, informacje te są poza poziomem czytelności rekomendowanym dla przeciętnego użytkownika internetu. W analizie zastosowano dwa kryteria opisu: czytelność i trudność leksykalną. Metody badawcze polegały na wykorzystaniu 8 testów na czytelność (ARI, Colemen-Liau, New Dale-Chall, Flesch-Kincid, Fry, GunningFog, RaygorEstimate, SMOG) oraz kilku programów komputerowych, w tym TAALES i LexicalComplexityAnalyser do analizy syntaktycznych i leksykalnych cech tekstu oraz program VocabProfile, dostępny w internecie program oparty na analizie korpusowej pozwalający przeanalizować trudność leksykalną. Badanie wykazało, że wysoka wartość trudności leksykalnej skorelowana jest z poziomem czytelności.
Źródło:: Forum Filologiczne Ateneum; 2019, 7, 1; 9-25
2353-2912
2719-8537
Pojawia się w:: Forum Filologiczne Ateneum
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The relationships between the average semester growth rates of lexical sophistication in L2 English writing at secondary school: A learner corpus analysis
Autorzy:: ROKOSZEWSKA, KATARZYNA
Powiązania:: https://bibliotekanauki.pl/articles/1395907.pdf
Data publikacji:: 2021-07-01
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Complex Dynamic Systems Theory (CDST)
lexical sophistication
the average semester growth rate (ASGR)
L2 English writing, learner corpus
Opis:: In line with Complex Dynamic Systems Theory (CDST), the aim of the paper is to examine dynamics and causality among the growth rates of lexical sophistication in L2 writing development. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL) which consists of over 1,900 essays composed during 21 repeated measurements by 100 learners over three years (2014–2017) at secondary school. Lexical sophistication, operationalised as different frequency levels, was analysed with the Lextutor software (Cobb 2014). The results indicated that the learners relied on the first frequency level. The monthly growth rates (MGRs) of the frequency levels were variable but no significant peaks were registered. The relationships between the average semester growth rates (ASGRs) revealed competition between the first and higher frequency levels, and some support between the higher levels. Thus, developing learners’ lexis beyond the first level counteracts the production of lexically unsophisticated texts and supports the use of more advanced words.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 1; 81-102
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
Autorzy:: Bui, Gavin
Luo, Xueya
Powiązania:: https://bibliotekanauki.pl/articles/1902589.pdf
Data publikacji:: 2021-09-13
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: topic familiarity
reading input
L2 writing
story continuation
writing quality
text length
lexical diversity
lexical sophistication
Opis:: Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
Źródło:: Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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