Predicting Lexical Proficiency in Language Learner Texts Using Computational Indices

Autor/inn/en	Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.; Jarvis, Scott
Titel	Predicting Lexical Proficiency in Language Learner Texts Using Computational Indices
Quelle	In: Language Testing, 28 (2011) 4, S.561-580 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532210378031
Schlagwörter	Semantics; Familiarity; Second Language Learning; Word Frequency; English (Second Language); Verbs; Prediction; Language Proficiency; Computational Linguistics; Vocabulary; Scores; Longitudinal Studies; Correlation; Scoring Rubrics; Writing (Composition); Adult Learning; Writing Evaluation; Language Tests; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Semantik; Zweitsprachenerwerb; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Vorhersage; Language skill; Language skills; Sprachkompetenz; Linguistics; Computerlinguistik; Wortschatz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Scoring formulas; Auswertungsbogen; Schreibübung; Adulte education; Adult training; Erwachsenenbildung; Language test; Sprachtest
Abstract	The authors present a model of lexical proficiency based on lexical indices related to vocabulary size, depth of lexical knowledge, and accessibility to core lexical items. The lexical indices used in this study come from the computational tool Coh-Metrix and include word length scores, lexical diversity values, word frequency counts, hypernymy values, polysemy values, semantic co-referentiality, word meaningfulness, word concreteness, word imagability, and word familiarity. Human raters evaluated a corpus of 240 written texts using a standardized rubric of lexical proficiency. To ensure a variety of text levels, the corpus comprised 60 texts each from beginning, intermediate, and advanced second language (L2) adult English learners. The L2 texts were collected longitudinally from 10 English learners. In addition, 60 texts from native English speakers were collected. The holistic scores from the trained human raters were then correlated to a variety of lexical indices. The researchers found that lexical diversity, word hypernymy values and content word frequency explain 44% of the variance of the human evaluations of lexical proficiency in the examined writing samples. The findings represent an important step in the development of a model of lexical proficiency that incorporates both vocabulary size and depth of lexical knowledge features. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10