1 |
Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Precision communication: Physicians’ linguistic adaptation to patients’ health literacy
|
|
|
|
In: Sci Adv (2021)
|
|
BASE
|
|
Show details
|
|
4 |
Employing computational linguistics techniques to identify limited patient health literacy: Findings from the ECLIPPSE study
|
|
|
|
In: Health Serv Res (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Please, Please, Just Tell Me: The Linguistic Features of Humorous Deception
|
|
|
|
In: Dialogue & Discourse; Vol 11 No 2 (2020); 128-149 ; 2152-9620 (2020)
|
|
BASE
|
|
Show details
|
|
7 |
Applying Natural Language Processing Tools to a Student Academic Writing Corpus: How Large are Disciplinary Differences Across Science and Engineering Fields?
|
|
|
|
In: English Publications (2017)
|
|
BASE
|
|
Show details
|
|
8 |
To Aggregate or Not? Linguistic Features in Automatic Essay Scoring and Feedback Systems
|
|
|
|
In: Journal of Writing Assessment, vol 8, iss 1 (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Linguistic microfeatures to predict L2 writing proficiency: A case study in Automated Writing Evaluation
|
|
|
|
In: Journal of Writing Assessment, vol 7, iss 1 (2014)
|
|
BASE
|
|
Show details
|
|
14 |
What's so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing
|
|
|
|
Abstract:
This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs reported linear effects of text type on reading time (normalized for text length) and true/false comprehension scores indicating that beginning level texts were processed faster and were more comprehensible than intermediate level and authentic texts. The linear effect of text type on comprehension remained significant within an ANCOVA controlling for language proficiency (i.e., TOEFL scores), reading proficiency (i.e., Gates-MacGinitie scores), and background knowledge, but not for reading time. Implications of these findings for materials design, reading pedagogy, and text processing and comprehension are discussed.
|
|
Keyword:
computational linguistics; corpus linguistics; psycholinguistics; second language reading; text comprehension; text processing; text simplification
|
|
URL: http://hdl.handle.net/10125/66686
|
|
BASE
|
|
Hide details
|
|
|
|