RCS-CSLT: a language feature-driven readability classification system for international Chinese education
Computer Assisted Language Learning,
Год журнала:
2024,
Номер
unknown, С. 1 - 27
Опубликована: Дек. 3, 2024
The
provision
of
reading
materials
that
are
tailored
to
the
proficiency
levels
second
language
(L2)
learners
is
crucial
for
fostering
development
their
skills.
However,
there
a
limited
availability
reliable,
and
contextually
relevant
Chinese
text
readability
classifiers
meet
latest
demands
as
Second
Language
(CSL)
learners.
Consequently,
accurately
assessing
uncategorized
texts
presents
significant
challenges
both
students
educators.
This
study
introduces
Readability
Classification
System
CSL
(RCS-CSLT),
which
aims
grade
texts.
RCS-CSLT
utilizes
CSL-specific
BERT
architecture,
incorporates
Proficiency
Grading
Standards
(CPGS)
International
Education
issued
by
Ministry
China,
integrates
features,
including
lexical
richness,
syntactic
complexity,
patterns.
To
evaluate
its
performance,
dataset
was
used
compared
with
baseline
model.
results
demonstrate
model
achieves
excellent
performance
in
predicting
texts,
achieving
an
average
accuracy
89.8%,
consistently
outperforms
terms
classification
at
each
level.
An
analysis
wider
range
reveals
attains
exceeding
90.3%
when
human
experts'
evaluations
assessments.
These
affirm
appraising
showcasing
efficacy
within
realm
international
instruction
study.
technological
advancement
offers
benefits
For
learners,
functions
grading
indicator
auxiliary
tool
selecting
appropriate
materials,
while
educators,
it
provides
insights
into
aids
designing
instructional
plans,
particularly
computer-assisted
learning.
Язык: Английский
Contribution of Interventionist Dynamic Assessment to the Acquisition of Modal Verbs: The Moderating Role of Field (In)dependence and Working Memory
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 13, 2024
ABSTRACT
As
an
alternative
to
conventional
instruction
and
evaluation
methods,
dynamic
assessment
aims
promote
language
learning
by
utilising
interactive
approach.
a
subset
of
assessment,
the
interventionist
approach
focuses
on
mediation
from
implicit
explicit.
In
spite
its
central
role
in
has
received
less
attention
empirical
research.
To
fill
part
gap,
this
study
examined
contributions
acquisition
modal
verbs
treating
working
memory
field
(in)dependence
as
two
moderating
variables.
Two
intact
classes
experimental
control
groups,
each
with
30
subjects,
took
quantitative
quasi‐experimental
The
group
based
target
linguistic
feature,
while
traditional
presentation‐practice‐production
mode
instruction.
findings
revealed
that
at
onset,
both
groups
performed
similarly,
outperformed
posttest,
determined
between‐subjects
ANOVA.
difference
between
pretest
delayed
posttest
scores
was
also
significant,
corroborating
effectiveness
treatment
form.
highlighted
how
along
high
field‐independence
trait
influence
features.
multiple
implications
for
EFL
learners
teachers.
Язык: Английский