LEADER 05484nam 2200649Ia 450 001 9910463116403321 005 20200520144314.0 010 $a90-272-7167-4 035 $a(CKB)2670000000424497 035 $a(EBL)1394824 035 $a(SSID)ssj0000950947 035 $a(PQKBManifestationID)11958296 035 $a(PQKBTitleCode)TC0000950947 035 $a(PQKBWorkID)10883795 035 $a(PQKB)11350326 035 $a(MiAaPQ)EBC1394824 035 $a(Au-PeEL)EBL1394824 035 $a(CaPaEBR)ebr10738896 035 $a(CaONFJC)MIL536578 035 $a(OCoLC)855397865 035 $a(EXLCZ)992670000000424497 100 $a20130613d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aVocabulary knowledge$b[electronic resource] $ehuman ratings and automated measures /$fEdited by Scott Jarvis, Michael Daller 210 $aAmsterdam $cJohn Benjamins Publishing Company$d2013 215 $a1 online resource (228 p.) 225 0 $aStudies in bilingualism,$x0928-1533 ;$vv. 47 300 $aDescription based upon print version of record. 311 $a90-272-4188-0 320 $aIncludes bibliographical references and index. 327 $aVocabulary Knowledge; Editorial page; Title page; LCC data; Table of contents; Bio data of authors; Introduction ; References ; Chapter 1. Defining and measuring lexical diversity ; 1. Introduction ; 2. Background and terminology ; 3. Identifying the construct ; 4. Defining the construct ; 5. Operationalizing the construct and calibrating the measures ; 6. Conclusions ; Acknowledgements ; References ; Appendix A ; Appendix B ; Chapter 2. From intrinsic to extrinsic issues of lexical diversity assessment ; Introduction ; Intrinsic issues of lexical diversity assessment 327 $aExtrinsic issues of lexical diversity assessment Developments in addressing intrinsic issues of lexical diversity assessment The Early Days ; Unanswered questions ; MTLD ; Validity ; Convergent validity ; Divergent validity ; Internal validity ; Incremental validity ; Summary ; Addressing extrinsic issues of lexical diversity assessment ; Design ; Lexical diversity approaches ; Material ; Procedure ; Correlation analysis ; Analysis of variance and covariance for nine groupings ; Analysis of variance and covariance for three groupings ; Analysis of variance and covariance for two groupings 327 $aThree groups of ninth graders Three groups of finns by grade ; Summary ; Discussion ; Acknowledgements ; References ; Chapter 3. Measuring lexical diversity among L2 learners of French ; Introduction ; 2. Method ; 3. Results ; 3.1 The effect of lemmatization ; 3.2 Predictive validity ; 3.3 Internal validity: Dependence on text length ; 3.4 Convergent, divergent and incremental validity ; 4. Discussion and conclusion ; References ; Chapter 4. Validating lexical measures using human scores of lexical proficiency ; Introduction ; Validity ; Validity studies of automated lexical indices 327 $aMethods Corpus collection ; Survey instrument ; Human ratings ; Variable selection ; Statistical analysis ; Results ; Pearson correlations ; Semantic co-referentiality ; Collocations scores ; Sense relation scores ; Sense frequency scores ; Frequency scores ; Lexical diversity scores ; Multiple regression analysis ; Discussion ; Conclusion ; Acknowledgments ; References ; Appendix ; Holistic rating form ; Chapter 5. Computer simulations of MRC Psycholinguistic Database word properties ; Introduction ; Word concreteness ; Word familiarity ; Word imageability ; Method and hypotheses ; Corpus 327 $aLexical variables Results ; Pearson correlations training set ; Multiple regression training set ; Word concreteness ; Word familiarity ; Word imageability ; Discussion ; Conclusion ; Acknowledgements ; References ; Chapter 6. Modelling L2 vocabulary learning ; Modelling L2 vocabulary learning ; Background ; Model assumptions ; A Model of vocabulary acquisition ; Modelling text production ; Testing the model on ESL texts ; Procedure ; Results and consequences ; Discussion ; Conclusion ; Author note ; Appendix A ; References ; Chapter 7. Vocabulary acquisition and the learning curve 327 $a1. Introduction 330 $aMany studies in a variety of educational contexts show that learning curves are non-linear (e.g. Freedman, 1987 for the development of story telling skills in the first language, DeKeyser, 1997 for the acquisition of morphosyntactic rules of an artificial second language or Brooks and Meltzoff, 2007 for the development of vocabulary in two-year-old infants), but there is no agreement on the best non-linear model which may vary between different contexts. Although there are strong arguments, both on empirical and on theoretical grounds, that a power curve is appropriate in most educational sett 410 0$aStudies in Bilingualism 606 $aVocabulary$xAbility testing 606 $aLanguage and languages$xAbility testing 608 $aElectronic books. 615 0$aVocabulary$xAbility testing. 615 0$aLanguage and languages$xAbility testing. 676 $a418.0071 701 $aJarvis$b Scott$f1966-$0908309 701 $aDaller$b Helmut$f1957-$0908310 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463116403321 996 $aVocabulary knowledge$92031480 997 $aUNINA