Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens

Koizumi, Rie; In’nami, Yo

doi:10.1016/j.system.2012.10.012

Cited by 71 publications

(82 citation statements)

References 7 publications

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“…In this regard, future research needs to elicit longer speech samples (e.g., Yuan & Ellis, 2003 for 3 min) in order to incorporate a range of robust lexical analyses which require oral texts consisting of 100-200 words (Koizumi & In'nami, 2012). FOREIGN LANGUAGE SPEECH LEARNING Endnotes 1.…”

Section: Resultsmentioning

confidence: 99%

The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

Saito

Hanzawa

2016

Language Teaching Research

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The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants' quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

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Section: Resultsmentioning

confidence: 99%

The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

Saito

Hanzawa

2016

Language Teaching Research

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“…This school had the second highest score in the city on the National A total of 242 students participated in the testing. However, writing samples with words less than 100 were excluded from the analysis based on the recommendation by Koizumi and In'nami (2012). These authors demonstrated that some indices such as MTLD, a lexical diversity index used in this study, were not reliable with texts less than 100 words.…”

Section: Study Participantsmentioning

confidence: 87%

An Investigation into the Equivalence of Three Pictures for Creative Story Writing: 'Dog Owners', 'Lost Dog', and 'Overslept'

Suh¹,

Bae²

2016

Journal of Gifted/Talented Education

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Alternate pictures that are proven to be equivalent are in high demand to assess creative thinking and language skills. This study aimed to investigate the equivalence of three pictures ('Dog owners,' 'Lost Dog,' and 'Overslept') recently developed for use in a creative writing task. Middle school students (N=183) wrote a story in English based on one of the three prompts distributed randomly.Four writing features (fluency, syntactic complexity, lexical diversity, and temporality) were analyzed with Coh-Metrix and MANCOVA. The three prompts were largely equivalent in their capacity to detect differences among writers in all the features of writing. The difficulty levels of the three prompts, however, were not necessarily the same. Two prompts, Dog Owners and Lost Dog, were verified as equivalent prompts, and therefore, they are recommended as alternate forms to assess creative language skills in repeated measurements. The Overslept prompt had greater facility in eliciting diverse words and more temporal connectives in composing stories.The differential difficulty shown among the prompts suggests that the validity of using different picture versions in repeated assessment remains questionable unless those versions undergo equivalence verification.

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“…With respect to pronunciation variables, both expert and novice raters similarly relied on acoustic-phonetic information in L2 speech, in this case prioritizing the prosodic factor (word stress) over segmental accuracy (Crowther et al, 2015a;. With respect to lexical variables, the two sets of raters also seemed to attend to comparable domains of L2 vocabulary use, such as diversity (Koizumi & In'nami, 2012), polysemy (Crossley et al, 2010), lemma appropriateness (Crossley et al, 2015) and morphological accuracy (Yuan & Ellis, 2003). However, the relative weights of these lexical influences differed between the expert and novice raters.…”

Section: Discussionmentioning

confidence: 99%

Second Language Pronunciation Assessment

Fulcher¹,

Browne²

2016

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, etc. -deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITIONFull details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation AssessmentInterdisciplinary Perspectives All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERSThe policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India. Printed and bound in the UK by the CPI Books Group Ltd. Printed and bound in the US by Edwards Brothers Malloy, Inc. In Memory of Alan Davies and Danielle Guénette AcknowledgementsThis edited volume, which brings together different but complementary research perspectives to establish a common platform in which to discuss issues relevant to assessing second language (L2) pronunciation, would not have been possible without the contributions and commitment of the authors, who explore key issues through different disciplinary lenses in the chapters that make up this volume. The vision for the book arose during a cold Canadian winter at the beginning of the second decade of the 21st century, when a sense of momentum for i...

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Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens

Cited by 71 publications

References 7 publications

The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

An Investigation into the Equivalence of Three Pictures for Creative Story Writing: 'Dog Owners', 'Lost Dog', and 'Overslept'

Second Language Pronunciation Assessment

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