使用句法复杂程度和复杂性自动分析工具(TAASSC)建模

Sangeun Kim , Phoenix Williams , Lee McCallum
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引用次数: 0

摘要

本方法教程介绍了 Kyle(2016 年)开发的语言分析工具--句法复杂性和复杂性自动分析工具(Tool for the Automatic Analysis of Syntactic Sophistication and Complexity,TAASSC)。在第一部分中,本教程通俗易懂地介绍了使用 TAASSC 提供的句法复杂度和精密度测量方法的关键概念和注意事项。教程还概述了 TAASSC 最新版本中新的词汇语法功能,并将新版本与早期版本进行了比较。教程的第二部分通过演示将 TAASSC 应用于语言分析的案例研究,指导用户如何应用该工具。它详细介绍了利用 TAASSC 获取初始索引概况和使用 R 进行混合效应建模的过程。重点是分析英国学龄儿童跨学年写作中短语复杂性发展的一个方面,采用混合效应模型来解释复杂的数据结构和观察的相互依赖性。本教程为研究人员提供了在语言分析中有效使用 TAASSC 的知识,并展示了 TAASSC 在探索句法复杂性发展方面的实用性。
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Modelling the use of the tool for the automatic analysis of syntactic sophistication and complexity (TAASSC)

This methods tutorial introduces the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a linguistic analysis tool developed by Kyle (2016). In the first part, the tutorial offers an accessible introduction to the key concepts and considerations for using the syntactic complexity and sophistication measures provided by TAASSC. It also overviews the incorporation of new lexico-grammatical features in more recent versions of TAASSC and compares the new versions with earlier versions. The second part of the tutorial guides users through the tool's application by demonstrating a case study of applying TAASSC to a linguistic analysis. It details the process of utilising TAASSC to obtain initial index profiles and conducting mixed-effects modelling using R. The focus is on analysing one aspect of the phrasal complexity development in British school children's writing across academic years, employing mixed-effects models to account for complex data structures and observation interdependence. This tutorial equips researchers with the knowledge to effectively employ TAASSC in linguistic analysis and showcases its utility in exploring syntactic complexity development.

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来源期刊
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Editorial Board Toward ethical praxis in longitudinal research with children: Reflecting on ethical tensions in participatory research A conversation analysis-complex dynamics systems theory (CA-CDST) approach for analyzing longitudinal development in L2 pragmatics Categorising speakers’ language background: Theoretical assumptions and methodological challenges for learner corpus research Data from role plays and elicited conversations: What do they show about L2 interactional competence?
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