测试语言复杂性与第二语言学习者对文本难度的比较判断之间的关系

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiaopeng Zhang, Xiaofei Lu
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引用次数: 0

摘要

本研究考察了语言复杂性与第二语言(L2)学习者对文本难度的感知之间的关系,语言复杂性是通过一套词汇丰富度、句法复杂性和语篇复杂性指数来反映的,而第二语言学习者对文本难度的感知则是通过第二语言评分者对文本可理解性和阅读速度的比较判断来反映的。测试材料是从大学英语教材中节选的 180 篇课文,评分者是 90 名第二语言英语高级中国学习者。45 名评分者阅读配对文章,并判断每对文章中哪篇更难理解;45 名评分者阅读配对文章,并判断每对文章中哪篇阅读速度更快。两个包含词法、句法和语篇特征的逐步线性回归模型分别解释了 48.1% 和 54.6% 的后天学习者对文本可理解性和阅读速度的估计差异,优于四个常用的语言可读性模型。这些发现有助于深入了解语言复杂性与 L2 学习者对文本难度的感知之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Testing the Relationship of Linguistic Complexity to Second Language Learners’ Comparative Judgment on Text Difficulty

Testing the Relationship of Linguistic Complexity to Second Language Learners’ Comparative Judgment on Text Difficulty

This study examined the relationship of linguistic complexity, captured using a set of lexical richness, syntactic complexity, and discoursal complexity indices, to second language (L2) learners’ perception of text difficulty, captured using L2 raters’ comparative judgment on text comprehensibility and reading speed. Testing materials were 180 texts abridged from college English coursebooks, and raters were 90 advanced Chinese learners of L2 English. Forty-five raters read paired texts and determined which text was harder to understand in each pair, and another 45 raters read paired texts and determined which text they read faster in each pair. Two stepwise linear regression models containing lexical, syntactic, and discoursal features explained 48.1% and 54.6% of the variance in L2 learners’ estimates of text comprehensibility and reading speed, respectively, outperforming four commonly used language readability models. These findings contribute useful insights into the relationship between linguistic complexity and L2 learners’ perception of text difficulty.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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