The effect of mode variation on syntactic complexity in adult E.S.L. composition writing
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The purpose of this study was to determine whether variation in mode of discourse would produce significant differences in syntactic complexity, as measured by mean number of words per T-unit, in compositions written by-adult- students of English as a second language. To answer this question, compositions were collected from eight classes of Advanced level students in the English Language Training Department at King Edward Campus in Vancouver. Each student in the study wrote eight compositions over an eight week period in the Fall of 1981. Two different topics were assigned in each of four modes with the topics assigned to class in random order. The compositions of those students who wrote on every topic at the appointed time (N=61) were divided into T-units, words were counted and words per T-unit calculated. The mean number of words per T-unit per mode was then determined for description, narration, argument, and exposition. Differences, in mean number of words per T-unit for six pairs of modes were tested for significance at the .05 level. The six pairs, narration-description, narration-exposition, narration-argument, description-exposition, description-argument, and exposition-argument were analyzed using a t-test for dependent measures. The results indicated that there were significant differences in W/TU between five of six pairs with no significant difference only for narration-description. The order of complexity indicated from these results was N=D< A< E. The order of complexity found in this study is similar to that found in other first and second language studies, in that argument and exposition were shown to produce greater syntactic complexity than either narration or description. Other results found in this study showed that a high proportion of students wrote "out of mode" when given tasks in argument and exposition whereas almost all subjects remained "in mode" when writing in description or narration. The results of this study showing syntactic complexity to be a function of mode of discourse suggests strongly that where complexity is a factor of consideration either in research or evaluation, mode must be controlled or results interpreted with the recognition of a potential mode effect.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle