The Language of Instruction: Compensating for Challenge in Lectures

Autor/inn/en	Medimorec, Srdan; Pavlik, Philip I., Jr.; Olney, Andrew; Graesser, Arthur C.; Risko, Evan F.
Titel	The Language of Instruction: Compensating for Challenge in Lectures
Quelle	In: Journal of Educational Psychology, 107 (2015) 4, S.971-990 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000024
Schlagwörter	Language of Instruction; Lecture Method; Oral Language; Language Usage; Syntax; Connected Discourse; Computational Linguistics; Intellectual Disciplines; Humanities; Natural Sciences; Discourse Analysis; Correlation; Academic Discourse; Language Research; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Oral interpretation; Mündlicher Sprachgebrauch; Sprachgebrauch; Linguistics; Computerlinguistik; Geisteswissenschaften; Humanwissenschaften; Naturwissenschaften; Diskursanalyse; Korrelation; Discourse; Diskurs; Sprachforschung; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Recent studies have used Coh-Metrix, an automated text analyzer, to assess differences in language characteristics across different genres and academic disciplines (Graesser, McNamara, & Kulikowich, 2011; McNamara, Graesser, McCarthy, & Cai, 2014). Coh-Metrix analyzes text on many constructs at different levels, including Word Concreteness (vs. abstractness), Narrativity (vs. informational), Deep Cohesion, Referential Cohesion, and Syntactic Simplicity. In previous research, texts in the natural sciences had lower Narrativity and Word Concreteness than texts in the language arts, but were higher in Syntactic Simplicity and Referential Cohesion. This pattern suggests a form of compensation in which difficulty on one dimension (e.g., Word Concreteness) is compensated for by increasing text ease on another dimension (e.g., Syntactic Simplicity). In the present study, we provide a further test of this compensation idea by analyzing oral language use across humanities and natural science lectures. We demonstrate that decreases in Word Concreteness across lectures are associated with increases in Narrativity, Deep Cohesion, and Syntactic Simplicity. In addition, within lectures, decreases in Word Concreteness are associated with increases in Syntactic Simplicity. Compensatory mechanisms are discussed in this article at different levels of language and discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01