| 1. |
- Domeij, Rickard, et al.
(författare)
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Workshop on NLP for Reading and Writing : Resources, algorithms and tools
- 2008
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Ingår i: Swedish Conference of Language Technology, 2008. - 1736-6305. ; VOL. 3
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Konferensbidrag (refereegranskat)abstract
- New tools and media are creating new possibilities for people to communicate and find information over the Internet in a multilingual, global society. This is reflected in the fact that writers now write more in everyday life, typically create text directly on the computer and on the Internet (e.g. on blogs and other Web 2.0 technologies), and use new forms of writing in e-mails, web chats or SMS-messages on mobile phones. This concerns not only adults at work, but also children and youth. However, the new possibilities also put higher demands on our skills in using language for achieving our communicative goals in different situations. If the demands are not met, a great number of people will risk being excluded from participation in the emerging information society. Of course, this will have unfortunate consequences not only for the individual, but also for society at large. Therefore, there is a growing need for support in reading and writing. Certainly, there already exists writing tools such as authoring aids in word processors and instructional support in writing education. However, existing solutions have great difficulties meeting the growing need of support. In part, this is due to technical limitations of the tools in processing language, but also to the fact that these tools are poorly adjusted to different tasks, target user groups, genres and media.
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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Kokkinakis, Dimitrios, 1965, et al.
(författare)
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Literacy Demands and Information to Cancer Patients
- 2012
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Ingår i: Proceedings of the 15th International Conference on Text, Speech and Dialogue. - Berlin, Heidelberg : Springer Berlin Heidelberg. - 0302-9743. - 9783642327896
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Konferensbidrag (refereegranskat)abstract
- This study examines language complexity of written health information materials for patients undergoing colorectal cancer surgery. Written and printed patient information from 28 Swedish clinics are automatically analyzed by means of language technology. The analysis reveals different problematic issues that might have impact on readability. The study is a first step, and part of a larger project about patients’ health information seeking behavior in relation to written information material. Our study aims to provide support for producing more individualized, person centered information materials according to preferences for complex and detailed or legible texts and thus enhance a movement from receiving information and instructions to participating in knowing. In the near future the study will continue by integrating focus groups with patients that may provide valuable feedback and enhance our knowledge about patients’ use and preferences of different information material.
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| 8. |
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| 9. |
- Volodina, Elena, 1973, et al.
(författare)
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Semi-automatic selection of best corpus examples for Swedish: Initial algorithm evaluation.
- 2012
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Ingår i: Proceedings of the SLTC 2012 workshop on NLP for CALL, Lund, 25th October, 2012.. - 1650-3740. ; :080, s. 59-70
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Konferensbidrag (refereegranskat)abstract
- The study presented here describes the results of the initial evaluation of two sorting approaches to automatic ranking of corpus examples for Swedish. Representatives from two potential target user groups have been asked to rate top three hits per approach for sixty search items from the point of view of the needs of their professional target groups, namely second/foreign language (L2) teachers and lexicographers. This evaluation has shown, on the one hand, which of the two approaches to example rating (called in the text below algorithms #1 and #2) performs better in terms of finding better examples for each target user group; and on the other hand, which features evaluators associate with good examples. It has also facilitated statistic analysis of the “good” versus “bad” examples with reference to the measurable features, such as sentence length, word length, lexical frequency profiles, PoS constitution, dependency structure, etc. with a potential to find out new reliable classifiers.
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| 10. |
- Carlund, Carina, et al.
(författare)
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An academic word list for Swedish - a support for language learners in higher education
- 2012
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Ingår i: Proceedings of the SLTC 2012 workshop on NLP for CALL, Lund, 25th October, 2012. - : Linköping University Electronic Press. - 1650-3740. ; , s. 20-27
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Tidskriftsartikel (refereegranskat)abstract
- The paper describes the ongoing development of compiling and introducing a Swedish academic word list (SAWL), inter alia intended to be used as a lexical resource in CALL-applications in relation to higher academic studies. When it comes to language acquisition, resources like these play an important part in instructed language learning. So far, no such resource exists for Swedish. The format of SAWL has been elaborated in collaboration with the Language Support Service at the University of Gothenburg. SAWL is compiled with methods from corpus linguistics inspired by research on English academic words (Coxhead 2002). Our work includes collection and syntactic annotation of learner corpora of Swedish academic texts from a wide range of university subjects within the Faculty of Arts. The corpora are freely accessible through Språkbanken. SAWL are designed with university students and language learners with Swedish or other linguistic backgrounds in mind. The word list and the corpora can be used for studies of one’s own or in classroom situations, as well as forming a component of computer computerbased language assessment and CALLrelated application platforms.
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| 11. |
- Charalabopoulou, Frieda, et al.
(författare)
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Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages
- 2012
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Ingår i: CALL: Using, Learning, Knowing. EuroCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings. Eds. Linda Bradley and Sylvie Thouësny. Research-publishing.net, Dublin, Ireland. - 9781908416032 ; 2012
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Konferensbidrag (refereegranskat)abstract
- Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional learning, on the other hand, is generally underestimated, since it is considered out of fashion and not in line with the communicative L2 learning paradigm. Yet, work is still being done in this area and substantial body of research indicates that the usefulness of incidental vocabulary learning does not exclude the use of dedicated vocabulary study and that by using aids explicitly geared to building vocabularies (such as word lists and word cards) L2 learners exhibit good retention rates and faster learning gains. Intentional vocabulary study should, therefore, have its place in the instructional and learning context. Regardless of the approach, incidental or intentional, the crucial question with respect to vocabulary teaching/learning remains: which and how many words should we teach/learn at different language levels? An attempt to answer the above question was made within the framework of the EU-funded project titled “KELLY” (Keywords for Language Learning for Young and Adults Alike) presented here. The project aimed at building corpus-informed vocabulary lists for L2 learners ranging from A1 to C2 levels for nine languages: Arabic, Chinese, English, Greek, Italian, Norwegian, Polish, Russian and Swedish.
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| 12. |
- Heimann Mühlenbock, Katarina, 1952, et al.
(författare)
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A multivariate model for classifying texts' readability
- 2015
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Ingår i: ACL Anthology - Proceedings of the 20th Nordic Conference of Computational Linguistics (NoDaLiDa-2015). May 11–13, 2015 in Vilnius, Lithuania.. - : Linköping University Electronic Press. - 1650-3740. - 9789175190983 ; 23, s. 257-261
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Konferensbidrag (refereegranskat)abstract
- We report on results from using the multi-variate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content , readability and genre in combination with the profile of a student's reading ability form the base of individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.
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| 13. |
- Heimann Mühlenbock, Katarina, 1952, et al.
(författare)
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Studies on automatic assessment of students' reading ability
- 2014
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Ingår i: Proceedings of the Fifth Swedish Language Technology Conference. SLTC 2014..
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Konferensbidrag (refereegranskat)abstract
- We report results from ongoing research on developing sophisticated measures for assessing a student's reading ability and a tool for the student and teacher to create a profile of this ability. In the project we will also investigate how these measures can be transformed to values on known criteria like vocabulary, grammatical fluency and so forth, and how these can be used to analyse texts. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student's reading ability will form the base to individually adapted texts. Techniques and tools will be developed for selecting suitable texts, automatic summarisation of texts and automatic transformation to easy-to-read Swedish.
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| 14. |
- Heimann Mühlenbock, Katarina, 1952, et al.
(författare)
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SweVoc - A Swedish vocabulary resource for CALL
- 2012
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Ingår i: Proceedings of the SLTC 2012 workshop on NLP for CALL, Lund, 25th October, 2012. - 1650-3686 .- 1650-3740. ; , s. 28-34
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Konferensbidrag (refereegranskat)abstract
- The core in language teaching and learning is vocabulary, and access to a delimited set of words for basic communication is central for most CALL applications. Vocabulary characteristics also play a fundamental role for matching texts to specific readers. For English, the task of grading texts into different levels of difficulty has long been facilitated by the existence of word lists serving as guides for vocabulary selection. For Swedish, the situation is with a few exceptions less fortunate, in that no base vocabulary organized according to aspects of usage has existed. The Swedish base vocabulary – SweVoc – is an attempt to remediate this. It is a comprehensive resource, aimed at differentiating vocabulary items into categories of usage and frequency. As we are of the opinion that no corpus of written text can do fully justice of general language use, we have utilized materials from a second language as reference for delimiting the category of core words. Another belief is that the task of defining a base vocabulary can not be fully automatic, and that a considerable amount of manual, traditional lexicographic work has to be invested. Hence, the present approach is not an innovative, but a methodological approach to word list generation for a specific purpose, much like LSP.We anticipate SweVoc to be integrated in CALL applications for vocabulary assessment, language teaching and students’ practice.
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| 15. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Diagnostiskt test av skolrelaterat ordförråd
- 2008
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Ingår i: ASLA, 2008.
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Konferensbidrag (refereegranskat)abstract
- I denna presentation fokuserar vi ordförrådet i läromedel med särskild tyngdpunkt på adjektiv. Är sådana adjektiv som förekommer frekvent i läroböcker svåra att förstå för elever i grundskolan? För vilka elever vållar orden problem? Är det någon skillnad mellan enspråkiga och flerspråkiga elever i detta avseende? För att undersöka dessa och andra liknande frågor har vi utifrån läromedelskorpusen OrdiL, som tidigare sammanställts av projektgruppen (Holmegaard, Johansson Kokkinakis, Järborg & Lindberg 2006, 2007) konstruerat ett diagnostiskt test med inriktning på adjektiv i läromedel för grundskolans senare år.
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| 16. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Kunskapsrelaterat språk i läromedel och undervisning.
- 2008
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Ingår i: SPRÅK OCH KUNSKAP I UTVECKLING, Göteborg, maj 2008.
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Konferensbidrag (refereegranskat)abstract
- I wordshopen presenterar vi OrdiL-projektets arbete med bl.a. kategorisering av ord utifrån frekvens och spridning i läromedel. Deltagarna ger exempel på hur de arbetat med ord i läromdelstexter. OrdiL-gruppens utveckling av diagnostiska test för att analysera produktivt och receptivt ordförråd diskuteras. Ställer mångtydiga ord till problem? Är det viktigt att undervisa och testa kollokationer och synonymer? Vad mäter tester för kunskaper och vilken nytta kan lärare och elever ha av olika test och tillämpningar?
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| 17. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Måste man vara strömförande för att vara en bra ledare?
- 2008
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Ingår i: Lisetten, föreningstidning för Riksförbundet lärare i svenska som andraspråk. - 1101-5128. ; Årgång 16:3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Är mångtydiga ord svåra, speciellt för de grundskoleelever som inte har svenska som modersmål?
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| 18. |
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| 19. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Projektet Ord i Läroböcker (OrdiL)
- 2005
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Ingår i: Språket och Kunskapen - att lära sig på sitt andraspråk. - 1403-1353.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Jansson, Håkan, 1957, et al.
(författare)
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A Swedish Academic Word List: Methods and Data
- 2012
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Ingår i: Proceedings of the 15th EURALEX International Congress 7-11 August, 2012, Oslo. - 9788230322284 ; , s. 955-960
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Konferensbidrag (refereegranskat)
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| 21. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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A survey of words in Swedish Secondary School Textbooks and Multilingual students’ understanding.
- 2008
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Ingår i: Conference workshop, Readability and Multilingualism, Scandinavian Conference of Linguistics.
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Konferensbidrag (refereegranskat)abstract
- When investigating questions like “What characterizes the vocabulary of school book texts in general and in different subjects at different levels?” and “Which words present particular problems for students studying in their second language?” school book corpora offer important empirical data. We have therefore compiled and analyzed a corpus of secondary school textbooks of one million words (OrdiL) with texts from eight different school subjects contributed by three different publishers (Lindberg & Johansson Kokkinakis 2007). In order to perform comparative studies and analyses on the vocabulary of these texts we have performed computer-based disambiguation and semantic analyses at a lemma- and lexeme-level. Moreover, we have carried out word frequency analyses, including comparative analyses of relative frequency and dispersion between different subjects. To be able to distinguish characteristic features of school book vocabulary we use an equally sized reference corpus of easy-to-read texts as a point of comparison. The vocabulary of this corpus is representative of the kind of written language that children at this age can be exposed to out of school.
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| 22. |
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| 23. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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Corpus-based approaches for the creation of a frequency based vocabulary list in the EU project KELLY – issues on reliability, validity and coverage
- 2011
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Ingår i: eLex, 10-12 November 2011, Slovenia. ; 2011
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- At present there are relatively few vocabulary lists for Swedish describing modern vocabulary as well as being adapted to language learners’ needs. In Europe including Sweden there exist approaches to unify ways of working consistently with language learning, one example worth naming in this respect is the Common European Framework of Reference (CEFR) which provides guidelines for systematic approach to language teaching and assessment of language proficiency. This article describes EU project Kelly (KEywords for Language Learning for Young and adults alike, 2009-2012), the main objective of which was to create vocabulary lists for nine languages (Swedish, English, Norwegian, Greek, Italian, Polish, Arabic, Chinese and Russian) and adapt them to CEFR levels. We describe the process of compiling and validating the Swedish Kelly-list, dwell on benefits and limitations of using a corpus based approach in this project; as well as mention the impact of the methodological approach for compiling vocabulary lists for specific purposes.
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| 24. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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Cross disciplinary and discipline specific words in Swedish secondary school textbooks.
- 2009
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Ingår i: 19th Annual Conference of the European Second Language Association, Cork, Ireland.
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Konferensbidrag (refereegranskat)abstract
- According to second language research (Saville-Troike 1984, Viberg 1993), vocabulary size is the single most determinant factor for second language students’ school success. This has to do with the close relationship between reading comprehension and vocabulary knowledge (Read 2000). There are thus strong reasons to believe that the persistent gap between reading performance of first and second language students observed in many studies (Pisa 2005, Taube 2002) is intimately related to low vocabulary among second language students. According to some researchers there is a yearly increase of approximately 3000 words in the vocabulary size of school children in general (Viberg 1993). This means that many second language students face the task of trying to close a gap in vocabulary size of thousands of words (Verhoeven & Vermeer 1985) while at the same time trying to keep up with the extensive vocabulary growth of first language students. But much could be done to make vocabulary instruction more systematic and efficient if we knew more about the vocabulary needs for successful learning in different school subjects. Text books constitute important data for finding answers to questions like “What characterizes the vocabulary of school related language in general and in specific subjects in particular?” and “Which words present particular problems for students studying in their second language?” To answer such and other questions related to school related vocabulary and second language learning we have compiled and analyzed a corpus of secondary school textbooks of one million words (OrdiL) with texts from eight different school subjects (Lindberg & Johansson Kokkinakis 2007). To identify and categorize various types of words in textbooks from a second language perspective, we propose a model based on earlier research by Coxhead & Nation (2001) and Hyland & Tse (2007) modified to account for potential difficulties for second language students. We propose a model with four subgroups mainly based on frequency and range in the OrdiL corpus and in an equally sized reference corpus of easy-to-read texts (Mühlenbock, 2008) as a point of comparison. In this presentation we will discuss the OrdiL classification of words in relation to L2 learners’ potential vocabulary limitations reported on in previous research on second language vocabulary (Nation 2001, Golden & Hvenekilde 1983, Gimbel 1995).
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| 25. |
- Johansson Kokkinakis, Sofie, 1969
(författare)
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Datorbaserad bedömning av en- och flerspråkiga elevers läsförståelse
- 2015
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Ingår i: Nordiske språk som andre- og fremmedspråk, Hamar, Norge 11- 13 juni 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forsknings- och utvecklingsprojektet MASTER, (Mining and Simplifying Texts for Easy Reading), med stöd från Markus och Amalia Wallenbergs forskningsfond, syftar till att stödja skolelevers läs- och skrivutveckling i åldrarna 10-15 år. Projektet är ett samarbete mellan universiteten i Göteborg, Linköping och Uppsala. Det sedan tidigare känt att det är en utmaning för lärare att på att enkelt och empiriskt belagt sätt hitta rätt utvecklingsnivå i elevers läsutveckling och därmed rätt stöttningsstrategi, jmf. ”zone of proximal development” (ZPD), Vygotsky (1976). I flera internationella studier har det konstaterats att elevers kunskaper i bl.a. läsförståelse och naturorienterade ämnen försämras (OECD Pisa, 2009). Testernas innehåll består av material som representerar kunskaper i svenska, samhällsorienterade och naturorienterade ämnen. För konstruktion av testerna har autentiskt undervisningsmaterial använts och textkorpusar har skapats för ändmålet. Korpusarna består dels av romantexter, dels av läromedelstexter, alla anpassade för elever i specifika åldrar. Därefter har texterna genomgått språkteknologisk analys, bedömts efter ett antal lingvistiska lexikala och grammatiska egenskaper och slutligen rangordnats enligt svårighetsgrad med en modell för läsbarhet (Mühlenbock, 2013). Vid testkonstruktion har läsförståelsestrategier från det internationella testet PIRLS använts och tidigare forskning om ordförståelse (Nation, 2014). För att kvalitetssäkra och framtidssäkra testningen är testerna datorbaserade. Testerna utförs i tre svenska städer under tre år på 4000 elever med varierande språklig bakgrund. Projektet indelas i tre faser vilka representeras av de olika ämnesinriktningarna som tidigare nämndes. Resultat från läsförståelse och ordförståelse från första fasen i projektet som fokuseras på svensk romantext kommer att redovisas. Det finns starka samband mellan prestation samt stora skillnader mellan skolor med varierande andel modersmålstalare. Heimann Mühlenbock K., I see what you mean. Assessing readability for specific target groups. Diss, Dept. of Swedish, University of Gothenburg, 2013. Nation, I. S. P. Learning Vocabulary in Another Language. Cambride University Press, 2014. OECD, Pisa 2009 Assessment Framework. Key Competencies in reading, mathematics and science. Paris: OECD, 2009. Vygotsky L.S. Tænkning og sprog. Volym I & II. Köpenhamn: Hans Reitzel, 1976.
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| 26. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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Developing Academic Word Lists for Swedish, Norwegian and Danish – a joint research project
- 2012
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Ingår i: Fjeld, R. V. & J. M. Torjusen (red.) (2012): Proceedings of the 15th EURALEX International Congress 7‒11 August, 2012, Oslo, Oslo: Department of Linguistics and Scandinavian Studies, University of Oslo.. - 9788230322284 ; , s. 563-569
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a joint multi-disciplinary Nordic project aimed at developing three new academic lexical resources based on corpora consisting of texts from Swedish, Norwegian and Danish academic settings. An academic word list exists for English, but no such lists exist for the Nordic languages. Such a list would be an important resource for both L1 and L2 students in their first years of study, a period when many students struggle to cope with the demands of academia. Moreover, the word lists would be of use to students and teachers at the higher levels of secondary education. An inventory of academic words and phrases would also be a useful tool for researchers of academic language use and for test developers. The paper outlines the initial stages of work on an academic word list for Swedish. Three potential research approaches have been explored: the translation of the English list, extracting academic words from existing corpora, and the compilation of parallel academic corpora where an academic word list is extracted from these. The paper will discuss the advantages and drawbacks of the different approaches and the benefits of carrying out a joint project involving several languages. The question of entry selection and the information categories of the dictionary entries and the interplay between the entries in the dictionaries and the corpora will also be briefly addressed.
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| 27. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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Diagnostisk bedömning av skolrelaterat ordförråd
- 2009
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Ingår i: Den 9. konference om Nordens sprog som andetsprog, Århus, Danmark. ; Konferenspublikation
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Konferensbidrag (refereegranskat)abstract
- I denna presentation fokuserar vi ordförrådet i läromedel med särskild tyngdpunkt på adjektiv. Är sådana adjektiv som förekommer frekvent i läroböcker svåra att förstå för elever i grundsko-lan? För vilka elever vållar orden problem? Är det någon skillnad mellan enspråkiga och flerspråkiga elever i detta avseende? För att undersöka dessa och andra liknande frågor har vi utifrån läromedelskorpusen OrdiL, som tidigare sammanställts av projektgruppen (Holmegaard, Johansson Kokkinakis, Järborg & Lindberg 2006, 2007) konstruerat ett diagnostiskt test med inriktning på adjektiv i läromedel för grundskolans senare år. Vi kommer att presentera några preliminära resultat från utprövningen av detta test där kunskap om de aktuella adjektiven testas i förhållande till såväl paradigmatiska (synonymer) som syn-tagmatiska aspekter (kollokationer). Testorden har valts ut från de 500 mest frekventa adjekti-ven i läromedel i olika ämnen representerade i läromedelskorpusen OrdiL. För varje stimulu-sord, uppmanas testtagarna utifrån fyra möjliga alternativ markera de två mest relevanta syno-nymerna respektive kollokationerna. De preliminära resultaten visar intressanta skillnader mel-lan enspråkiga och flerspråkiga elevers skolrelaterade lexikonkunskaper med avseende på såväl paradigmatiska som syntagmatiska aspekter. Den aktuella studien utgör en del av en större undersökning där både kvantitativa och kvalitati-va aspekter på skolrelaterad ordkunskap kommer att testas genom receptiva och produktiva ordtest. Vår avsikt är att på sikt utveckla diagnosinstrument som kan fånga upp ordkunskap utifrån många olika dimensioner och därigenom bidra till en mångsidig bild av ordförråd och ordförrådsutveckling i andraspråket. Genom att testen kommer att webb-baseras kan såväl genomförande som insamling och bearbetning av provresultaten underlättas. Ur ett forsknings-perspektiv kan dessa test bidra till ny kunskap om ordförråd och ordförrådsutveckling i an-draspråket medan de ur ett mer didaktiskt perspektiv kan utgöra ett värdefullt komplement vid bedömningen av andraspråkselevers skolrelaterade språkkunskaper för planering av olika typer av undervisningsinsatser.
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| 28. |
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| 29. |
- Johansson Kokkinakis, Sofie, 1969
(författare)
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En datorbaserad lexikalisk profil : Nog ordat? Festskrift till Sven-Göran Malmgren
- 2008
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Ingår i: Festskrift till Sven-Göran Malmgren. - Göteborg : Meijerbergs institut. - 9789197474740
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- När man inom forskningsområdet språkinlärning talar om lexikal kompetens strävar man ofta efter att beskriva olika aspekter av ordförrådet. Dessa kan vara ordförrådets storlek, bredd och djup. Denna artikel handlar om att använda en lexikalisk profil för att beskriva den produktiva delen av en språkbrukares ordförråd samt att ta reda på vilket ordförråd som krävs för att kunna läsa och förstå en text.
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| 30. |
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| 31. |
- Johansson Kokkinakis, Sofie, 1969, et al.
(författare)
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Högstadieelevers användning av naturvetenskapligt språkbruk i kemiämnet i TIMSS
- 2013
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Ingår i: Utbildning och Demokrati. - 1102-6472. ; 22:3, s. 53-68
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Tidskriftsartikel (refereegranskat)abstract
- In international surveys, the results of Swedish students in natural science indicate a negative trend. In TIMSS, the results have decreased between 1995-2007. The aim of the study described in this paper is to investigate the importance of language skills in the subjects of natural science, more particularly in chemistry. In order to make conclusions on students’ language skills, a study on language use in grade 8 in chemistry was carried out. The study compared characteristic language features in natural science, focusing on students language related to productive skills, to language features in chemistry text books. The result of the study indicates a correlation between high-achieving students and the use of the characteristic language features.
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| 32. |
- Johansson Kokkinakis, Sofie, 1969
(författare)
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Readability and Multilingualism
- 2008
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Ingår i: Scandinavian Conference of Linguistics, Uppsala, 1-3 October.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This workshop will cover the subject ”Readability and Multilingualism”. Heavy focus is today put on texts for different purposes that they must be readable and even in some cases easy-to-read and understand. This is partly dependant upon the fact that we live in a society where information is intensive and where it is getting more and more important to find the information and to retrieve the information available especially on the Internet. That some texts in certain situations have to be easy-to-read and understand is due to the fact that the information has to be accessible for everyone irrespective of educational background or mother tongue. Texts in this situation are often directed to adults concerning information from the government, the society, news, social and medical care etc. Similar demands on readability are raised for texts directed to children and youth, where texts might be literature and school textbooks and texts in different kinds of test situations. In this workshop we will be discussing issues concerning readability on a more general level where multilingualism is the common denominator. The issue of readability will be treated from a broad perspective covering both adults, children and youth.
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| 33. |
- Johansson Kokkinakis, Sofie, 1969
(författare)
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Readability and Multilingualism
- 2009
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Ingår i: Multilingualism, Proceedings of the 23rd Scandinavian Conference of Linguistics. - 1652-1366. - 9789155475949 ; Studia Linguistica Upsaliensia 8:Acta Universitatis Upsaliensis, s. 323-324
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Konferensbidrag (refereegranskat)abstract
- Heavy focus is today put on texts for different purposes. They must be readable and even in some cases easy-to-read and understand. This is partly dependant upon the fact that we live in a society where information is intensive and where it is getting more and more important to find the information and to retrieve the informationavailable especially on the Internet. That some texts in certain situations have to be easy-to-read and understand is due to the fact that the information has to be accessible for everyone irrespective of educational background or mother tongue. Texts in this situation are often directed to adults and concern information from the government, the society, news, social and medical care etc. Similar demands on readability are raised for texts directed to children and youth, where texts might be literature and school text books and texts in different kinds of test situations.
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| 34. |
- Johansson, Sofie, 1969, et al.
(författare)
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Lexical diversity and mild cognitive impairment
- 2019
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Ingår i: Proceedings of the 10th International Conference of Experimental Linguistics, 25-27 September 2019, Lisbon, Portugal / edited by Antonis Botinis. - Athens, Greece : ExLing Society. - 2529-1092. - 9786188458505
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Konferensbidrag (refereegranskat)abstract
- This paper explores the role that various lexical-based measures play for differentiating between individuals with mild forms of cognitive impairment (MCI) and healthy controls (HC). Recent research underscores the importance of language and linguistic analysis as essential components that can contribute to a variety of sensitive cognitive measures for the identification of milder forms of cognitive impairment. Subtle language changes serve as a sign that an individual’s cognitive functions have been impacted, potentially leading to early diagnosis. Our research aims to identify linguistic biomarkers that could distinguish between individuals with MCI and HC and also be useful in predicting MCI.
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| 35. |
- Kanebrant, Erik, et al.
(författare)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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Ingår i: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Konferensbidrag (refereegranskat)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 36. |
- Kilgariff, Adam, et al.
(författare)
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Corpus-Based Vocabulary lists for Language Learners for Nine Languages.
- 2014
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Ingår i: Language resources and evaluation. - : Springer Science and Business Media LLC. - 1574-020X .- 1572-8412 .- 1574-0218. ; 48:1, s. 121-163
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Tidskriftsartikel (refereegranskat)abstract
- We present the KELLY project and its work on developing monolingual and bilingual word lists for language learning, using corpus methods, for nine languages and thirty-six language pairs. We describe the method and discuss the many challenges encountered. We have loaded the data into an online database to make it accessible for anyone to explore and we present our own first explorations of it. The focus of the paper is thus twofold, covering pedagogical and methodological aspects of the lists’ construction, and linguistic aspects of the by-product of the project, the KELLY database.
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| 37. |
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| 38. |
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| 39. |
- Lindberg, Inger, 1947, et al.
(författare)
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Word Type Grouping in Secondary School Textbooks
- 2008
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Ingår i: TALC (Teaching and Language Corpora) Conference, Lissabon, 2008. ; 8, s. 4-
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Konferensbidrag (refereegranskat)abstract
- According to second language research (Saville-Troike 1984), vocabulary size is the single most determinant factor for second language students in order to be successful in a school setting. This has to do with the close relationship between reading comprehension and vocabulary knowledge (Read 2000). The persistent gap between reading performance of first and second language students observed in many studies (Taube 2002) is thus intimately related to low vocabulary among second language students. According to some estimates, differences in vocabulary size between first and second language students at school start may amount to several thousand words and tend to increase over the school years (Verhoeven & Vermeer 1985). According to some researchers there is a yearly increase of approximately 3000 words in the vocabulary size of school children in general (Viberg 1993). This means that many second language students face the task of trying to close a gap in vocabulary size of thousands of words while at the same time trying to keep up with the extensive vocabulary growth of first language students. But much could be done to make vocabulary instruction more systematic and efficient if we knew more about the vocabulary needs for successful learning in different subjects at school. Schoolbook texts constitute important data for finding answers to questions like What characterizes the vocabulary of schoolbook texts in general and in different subjects at different levels? and Which words present particular problems for students studying in their second language? To answer such and other questions related to school related vocabulary and second language learning we have compiled and analyzed a corpus of secondary school textbooks of one million words (OrdiL) with texts from eight different school subjects (Lindberg & Johansson Kokkinakis 2007). To identify and categorize various types of words in textbooks from a second language perspective, we propose a model based on earlier research by Coxhead & Nation (2001) and Hyland & Tse (2007) modified to account for all the word types of potential difficulty for second language secondary school students.
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| 40. |
- Lindberg, Inger, 1947, et al.
(författare)
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Word Type Grouping in Swedish Secondary School Textbooks - An Inventory of Words from a Second Language Perspective
- 2009
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Ingår i: Multilingualism, Proceedings of the 23rd Scandinavian Conference of Linguistics. - 1652-1366. - 9789155475949 ; Studia Linguistica Upsaliensia 8:Acta Universitatis Upsaliensis, s. 337-339
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Konferensbidrag (refereegranskat)abstract
- When investigating questions like “What characterizes the vocabulary of school book texts in general and in different subjects at different levels?” and “Which words present particular problems for students studying in their second language?” school book corpora offer important empirical data. We have therefore compiled and analyzed a corpus of secondary school textbooks of one million words (OrdiL) with texts from eight different school subjects contributed by three different publishers (Lindberg & Johansson Kokkinakis 2007). In order to perform comparative studies and analyses on the vocabulary of these texts we have performed computer-based disambiguation and semantic analyses at a lemma- and lexeme-level. Moreover, we have carried out word frequency analyses, including comparative analyses of relative frequency and dispersion between different subjects. To be able to distinguish characteristic features of school book vocabulary we use an equally sized reference corpus of easy-to-read texts as a point of comparison. The vocabulary of this corpus is representative of the kind of written language that children at this age can be exposed to out of school. To identify and categorize various types of words in textbooks, we propose a model based on earlier research by Coxhead & Nation (2001) and Hyland & Tse (2007) modified to account for the word types of potential difficulty for second language secondary school students. Based on analyses of frequency and range we propose two main groups of words divided into at least two subgroups. To explore the question “Which words present particular problems for students studying in their second language?” we also need empirical data on students’ actual vocabulary difficulties. For this purpose we are constructing a number of computerized tests focusing various types of lexical knowledge in relation to the different word types. These tests will be administered to students with different background characteristics to make comparisons of quantitative as well as qualitative aspects of vocabulary knowledge between different groups of students possible.
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| 41. |
- Magnusson, Ulrika, 1972, et al.
(författare)
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Quantitative measures on student texts
- 2009
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Ingår i: Papers from the ASLA Symposium in Stockholm, 7-8 November, 2008, Association suédoise de linguistique appliquée (ASLA). - 1100-5629. - 9789187884221 ; Language and Learning:ASLA:s skriftserie nr 22, s. 43-56
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Konferensbidrag (refereegranskat)abstract
- Quantitative measures have been widely used in Swedish research on students texts (Hultman & Westman 1977, Nyström 2000, Östlund-Stjärnegårdh 2002), often related to grades and to spoken and written style. However, there are few quantitative descriptions of mono- and multilingual students’ texts. In our study, we compare 220 national tests in Swedish written by first- and second language secondary students living in urban areas where the students have various linguistic background, gathered within the project Language and language use among students in multilingual urban settings. The purpose of this study is to investigate whether lexical quantitative and qualitative statistical measures can be used to describe and compare different aspects of this text corpus. We found four measures that suited this purpose: lexical density – comparing the number of content words vs. total number of words; nominal ratio – measuring number of nominal phrases vs. verbal phrases in a text; word variation index – measuring number of different words or lexical items found in a text; and word length – describing the length of a token. The three dependencies investigated were: linguistic background vs. grades, student variables vs. quantitative measures, and correlation between quantitative measures.
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| 42. |
- Mühlenbock, Katarina, 1952, et al.
(författare)
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LIX 68 revisited - An extended readability measure
- 2009
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Ingår i: Proceedings of Corpus Linguistics 2009.
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Konferensbidrag (refereegranskat)abstract
- Language- and genre specific readability measures are useful for texts adapted for a specific group of readers. We regard the Swedish readability index LIX, based solely on the surface structure of a text, as insufficient for determining the degree of adaptation required for highly heterogeneous groups of readers. Therefore, we suggest additional parameters to be considered when aiming at tailored text production. A corpus based comparative study suggests that features mirroring the vocabulary load, sentence structure, idea density and human interest might contribute to a more accurate and reliable scoring of readability.
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| 43. |
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| 44. |
- Sköldberg, Emma, 1968, et al.
(författare)
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A och O om akademiska ord. Om framtagning av en svensk akademisk ordlista
- 2012
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Ingår i: Nordiska studier i lexikografi 11. Rapport från Konferensen om lexikografi i Norden Lund 24−27 maj 2011. Red. av Birgit Eaker, Lennart Larsson och Anki Mattisson. ; , s. 575-585
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on the development of a new electronic Swedish academic word list, which will be based on a corpus consisting of texts from a wide range of university subject areas. (Cf. the English Academic Word List, AWL, presented in Coxhead 1998, 2002.) Once finalized, the dictionary and corpus will be publicly available. The aim of the word list is to provide an indication of important words for university students, in particular non-native speakers of Swedish. In order to succeed in higher education, the mastery of an academic vocabulary may be crucial. A closely related study of extraction of a school-related vocabulary of secondary school textbooks is the OrdiL project (Lindberg & Johansson Kokkinakis 2008). The Swedish academic word list will be developed in cooperation with other Nordic countries in a multi-disciplinary project focusing on language use in Nordic academic settings.
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| 45. |
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| 46. |
- Volodina, Elena, 1973, et al.
(författare)
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Compiling a corpus of CEFR-related texts.
- 2013
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Ingår i: Proceedings of the Language Testing and CEFR conference, Antwerpen, Belgium, May 27-29, 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on initial efforts to compile a corpus of course book texts used for teaching CEFR-based courses of Swedish to adult immigrants. The research agenda behind compiling such a corpus comprises the study of normative “input” texts that can reveal a number of facts about what is being taught in terms of explicit grammar, receptive vocabulary, text and sentence readability; as well as build insights into linguistic characteristics of normative texts which can help anticipate learner performance in terms of active vocabulary, grammatical competence, etc. in classroom and testing settings. The CEFR “can-do” statements are known to offer flexibility in interpreting them for different languages and target groups. However, they are nonspecific and therefore it is difficult to associate different kinds of competences and levels of accuracy learners need in order to perform the communicative tasks with the different CEFR levels. To address this problem a systematic study needs to be performed for each individual anguage, both for “input” normative texts and “output” learner-produced texts. In this project we take the first step to collect and study normative texts for Swedish. The article describes the process of corpus compilation, annotation scheme of CEFR- relevant parameters, and methods proposed for text analysis, namely statistic and empiric methods, as well as techniques coming from computational linguistics/machine learning.
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| 47. |
- Volodina, Elena, 1973, et al.
(författare)
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Introducing Swedish Kelly-list, a new free e-resource for Swedish
- 2012
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Ingår i: LREC 2012 Proceedings. ; 2012
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Konferensbidrag (refereegranskat)abstract
- Frequency lists and/or lexicons contain information about the words and their statistics. They tend to find their “readers” among linguists, lexicographers, language teachers. Making them available in electronic format helps to expand the target group to cover language engineers, computer programmers and other specialists working in such areas as information retrieval, spam filtering, text readability analysis, test generation, etc. This article describes a new freely available electronic frequency list of modern Swedish that was created in the EU project KELLY. We describe the state of affairs for Swedish frequency lexicons; provide a short description of the KELLY project; mention the corpus the list has been derived from. Further, we dwell on the type of information the list contains, describe shortly the steps for list generation; provide information on the coverage and some other statistics over the items in the list. Finally, some practical information on the license for the Swedish Kelly-list distribution is given; potential application areas are suggested; and future plans for its expansion are mentioned. We hope that with some publicity we can help this list find its users.
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| 48. |
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| 49. |
- Volodina, Elena, 1973, et al.
(författare)
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Towards a gold standard for Swedish CEFR-based ICALL
- 2013
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Ingår i: Proceedings of the Second Workshop on NLP for Computer-Assisted Language Learning. NEALT Proceedings Series 17. Nodalida 2013, Oslo, Norway.. - 1650-3686 .- 1650-3740. - 9789175195889
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Konferensbidrag (refereegranskat)abstract
- In qualitative projects on ICALL (Intelligent Computer-Assisted Language Learning), research and development always go hand in hand: development both depends upon the research results and dictates the research agenda. Likewise, in the development of the Swedish ICALL platform Lärka, the practical issues of development have dictated its research agenda. With NLP approaches, sooner or later, the necessity for reliable training data becomes unavoidable. At the moment Lärka's research agenda cannot be addressed without access to reliable training data, so-called “gold standard”. This paper gives an overview of the current state of the Swedish ICALL platform development and related research agenda, and describes the first attempts to collect the reference corpus (“gold standard”) coming from course books used in CEFR-based language teaching.
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