Readability, Referential Cohesion and Interaction in Texts of Websites, Textbooks and Workbooks for French Language Learning

Autor/in	Mavasoglu, Mustafa
Titel	Readability, Referential Cohesion and Interaction in Texts of Websites, Textbooks and Workbooks for French Language Learning
Quelle	In: World Journal on Educational Technology: Current Issues, 10 (2018) 2, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	French; Web Sites; Textbooks; Workbooks; Educational Technology; Technology Uses in Education; Textbook Content; Readability; Comprehension; Content Analysis; Language Usage; Verbs; Interaction; Electronic Publishing; Hypermedia; Second Language Instruction; Sentences; Grammar + Suchen Sie Ihr Suchwort? Französisch; Web-Design; Textbook; Text book; Schulbuch; Lehrbuch; Arbeitsbuch; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbuchtext; Lesbarkeit; Verstehen; Verständnis; Inhaltsanalyse; Sprachgebrauch; Interaktion; Elektronisches Publizieren; Fremdsprachenunterricht; Sentence analysis; Satzanalyse; Grammatik
Abstract	As Internet carries on its growing in an unceasing manner, more and more students are guided by their teachers to access language learning websites to support self-study. The present study examined some linguistic and interactional properties of French learning websites in terms of readability, referential cohesion and interaction. These properties were comparatively analysed with French language textbooks and workbooks. The results showed that the websites were close to workbooks in terms of the number of words and clauses used to teach/learn grammatical subjects. In order to examine readability and comprehensibility, the websites were analysed for lexical density, clause length and referential cohesion. The results revealed that they used less readable and comprehensible texts about lexical density and referential cohesion while they designed readable and comprehensible text regarding clause length. The websites were also analysed for involvement strategies and the use of imperative verbs to look for their interactional features. The results indicated that they showed strong interactional properties through involvement strategies but presented low density of imperatives. The findings of the present study also revealed that the texts of the websites were rather denatured electronic texts which seem to be a simple transmission of information in printed sources as such into digital environment. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counsesling. P.O. Box 22912, Nicosa 1525, Cyprus. Web site: www.wj-et.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01