Register variation in spoken and written language use across technology-mediated and non-technology-mediated learning environments
Register variation in spoken and written language use across technology-mediated and non-technology-mediated learning environments
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技术介导和非技术介导的学习环境中口语和书面语言使用的差异
DOI：
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发表时间：
2022
期刊：
影响因子：
4.1
通讯作者：
Geoffrey T. LaFlair
中科院分区：
文献类型：
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作者：
K. Kyle;Masaki Eguchi;Ann Tai Choe;Geoffrey T. LaFlair
在语言水平评估领域，领域描述推理和外推推理是效度论证的关键组成部分。Biber等人“T2 K-SWAL语料库中的口语和书面语语域的词汇语法特征的描述为托福网考的领域描述和外推推理提供了支持。然而，自从T2 K-SWAL语料库被收集以来，大学的学习环境越来越多地成为以技术为媒介的。因此，任何对大学语言的语言特征的描述都应该解释除了非技术中介学习环境（non-TMLEs）之外，技术中介学习环境（TMLEs）中产生的语言。凯尔等人最近开始通过收集TMLE语言使用的语料库来解决这个问题，然后他们使用多维分析（MDA）将其与非TMLE中的语言使用进行比较。结果表明，在整个学习环境的相似性和实质性的差异，但该研究没有调查这些结果的特定寄存器的影响。在这项研究中，我们建立在以前的研究，通过调查的词汇语法特征的特定口语和书面寄存器跨技术为媒介的和非技术为媒介的学习环境。
In the realm of language proficiency assessments, the domain description inference and the extrapolation inference are key components of a validity argument. Biber et al.’s description of the lexicogrammatical features of the spoken and written registers in the T2K-SWAL corpus has served as support for the TOEFL iBT test’s domain description and extrapolation inferences. In the time since the T2K-SWAL corpus was collected, however, university learning environments have increasingly become technology-mediated. Accordingly, any description of the linguistic features of university language should account for the language produced in technology-mediated learning environments (TMLEs) in addition to non-technology-mediated learning environments (non-TMLEs). Kyle et al. recently began to address this issue by collecting a corpus of TMLE language use, which they then compared to language use in non-TMLEs using multidimensional analysis (MDA). The results indicated both similarities and substantive differences across the learning environments, but the study did not investigate the effects of particular registers on these results. In this study, we build on previous research by investigating lexicogrammatical features of specific spoken and written registers across technology-mediated and non-technology-mediated learning environments.
影响因子：
4.3
作者：
Barr, Dale J.;Levy, Roger;Scheepers, Christoph;Tily, Harry J.
通讯作者：
Tily, Harry J.