Assessing the Validity of Lexical Diversity Indices Using Direct Judgements

Autor/inn/en	Kyle, Kristopher; Crossley, Scott A.; Jarvis, Scott
Titel	Assessing the Validity of Lexical Diversity Indices Using Direct Judgements
Quelle	In: Language Assessment Quarterly, 18 (2021) 2, S.154-170 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyle, Kristopher) ORCID (Crossley, Scott A.) ORCID (Jarvis, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1844205
Schlagwörter	Decision Making; Vocabulary Development; Computational Linguistics; Persuasive Discourse; Second Language Learning; Second Language Instruction; Native Language; Writing Instruction; Language Proficiency; Essays; Predictor Variables; Correlation; English; English (Second Language); Writing Evaluation; Scores; Measures (Individuals); Language Usage + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Wortschatzarbeit; Linguistics; Computerlinguistik; Persuasion; Persuasive Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Language skill; Language skills; Sprachkompetenz; Essay; Aufsatzunterricht; Prädiktor; Korrelation; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Sprachgebrauch
Abstract	Indices of lexical diversity have been used to estimate the size of a writer's vocabulary and/or a writer's lexical proficiency for some time. One issue with many commonly used indices of lexical diversity (e.g., TTR and index) is that they vary as a function of text length. Accordingly, much research has been devoted to the development of indices that are text length independent. However, very little research has investigated the degree to which indices of lexical diversity are reflective of human ratings of diversity itself. In this study, the relationship between indices related to three dimensions of lexical diversity (abundance, variety, and volume) and human ratings of lexical diversity are explored in a corpus of L1 and L2 argumentative essays. The results indicated that abundance was the strongest predictor of lexical diversity ratings, followed by volume and variety. Multivariate models indicated that 74% of the variance in lexical diversity ratings could be explained by abundance and variety, and that speaker status had a negligible effect. Implications for research, writing instruction, and writers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01