Using Type-Token Ratio as Measurement for Lexical Diversity in Chimpanzee Conversations

2012 ◽  
Author(s):  
Susan Ann Keenan ◽  
Mary Lee Jensvold
Keyword(s):  
Lexical Diversity

A Multivariate Approach to Lexical Diversity in Constrained Language

2020 ◽  
Vol 21 (2) ◽  
pp. 169-194
Author(s):  
Marta Kajzer-Wietrzny ◽  
Ilmari Ivaska
Keyword(s):  
Second Language Acquisition ◽  
Regression Models ◽  
Translation Studies ◽  
Methodological Framework ◽  
Multivariate Approach ◽  
Mediated Communication ◽  
Vocabulary Size ◽  
Lexical Diversity ◽  
Linear Mixed Effects ◽  
Word Repetition

Empirical Translation Studies have recently extended the scope of research to other forms of constrained and mediated communication, including bilingual communication, editing, and intralingual translation. Despite the diversity of factors accounted for so far, this new strand of research is yet to take the leap into intermodal comparisons. In this paper we look at Lexical Diversity (LD), which under different guises, has been studied both within Translation Studies (TS) and Second Language Acquisition (SLA). LD refers to the rate of word repetition, and vocabulary size and depth, and previous research indicates that translated and non-native language tends to be less lexically diverse. There is, however, no study that would investigate both varieties within a unified methodological framework. The study reported here looks at LD in spoken and written modes of constrained and non-constrained language. In a two-step analysis involving Exploratory Factor Analysis and linear mixed-effects regression models we find interpretations to be least lexically diverse and written non-constrained texts to be most diverse. Speeches delivered impromptu are less diverse than those read out loud and the non-constrained texts are more sensitive to such delivery-related differences than the constrained ones.

Does Age Moderate the Influence of Early Life Language Experiences? A Naturalistic Home Observation Study

2019 ◽  
Author(s):  
Katrina d'Apice ◽  
Sophie von Stumm
Keyword(s):  
Cognitive Ability ◽  
Early Life ◽  
Cognitive Skills ◽  
Cognitive Testing ◽  
Parent Ratings ◽  
Language Experience ◽  
Observation Study ◽  
Home Environments ◽  
Lexical Diversity ◽  
Audio Recordings

We explored if children’s age moderated associations between their early life language experiences and their linguistic and cognitive skills. For 107 British children, aged 24 to 48 months, and their families, we collected 3 day-long audio-recordings of their naturalistic home environments (M = 15.06 hours per day, SD = 1.87). Children’s cognitive ability was assessed by parent-ratings and with a cognitive testing booklet that children completed at home. We found that the quantity, lexical diversity and vocabulary sophistication of adult speech were associated with children’s linguistic and cognitive skills. However, these associations were not moderated by children’s age. Our findings suggest that the influence of early life language experience is not differentiated at age 24 to 48 months.

Insights into codeswitching from online communication: Effects of language preference and conditions arising from vocabulary richness

2021 ◽  
pp. 1-7
Author(s):  
Laurie Beth Feldman ◽  
Vidhushini Srinivasan ◽  
Rachel B. Fernandes ◽  
Samira Shaikh
Keyword(s):  
Online Communication ◽  
Language Preference ◽  
Lexical Diversity ◽  
Information Theoretic ◽  
Vocabulary Richness ◽  
Twitter Data ◽  
Language Mixing ◽  
Communication Effects ◽  
Information Theoretic Measures ◽  
Spanish Bilinguals

Abstract Twitter data from a crisis that impacted many English–Spanish bilinguals show that the direction of codeswitches is associated with the statistically documented tendency of single speakers to prefer one language over another in their tweets, as gleaned from their tweeting history. Further, lexical diversity, a measure of vocabulary richness derived from information-theoretic measures of uncertainty in communication, is greater in proximity to a codeswitch than in productions remote from a switch. The prospects of a role for lexical diversity in characterizing the conditions for a language switch suggest that communicative precision may induce conditions that attenuate constraints against language mixing.

Type/Token Ratios: what do they really tell us?

1987 ◽  
Vol 14 (2) ◽  
pp. 201-209 ◽  
Author(s):  
Brian Richards
Keyword(s):  
Language Development ◽  
Sample Size ◽  
Linear Relationship ◽  
Child Language ◽  
Lexical Diversity ◽  
Diversity Measure ◽  
Closed Class ◽  
Language Research ◽  
Non Linear

ABSTRACTType/Token Ratios have been extensively used in child language research as an index of lexical diversity. This paper shows that the measure has frequently failed to discriminate between children at widely different stages of language development, and that the ratio may in fact fall as children get older. It is suggested here that such effects are caused by a negative, though non-linear, relationship between sample size (i.e. number of tokens) and Type/Token Ratio. Effects of open and closed class items are considered and an alternative Verbal Diversity measure is examined. Standardization of the number of tokens before computing Type/Token Ratios is recommended.

scholarly journals Correlation between Metadiscourse, Lexical Complexity, Readability and Writing Performance in EFL University Students’ Research-based Essays

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 238-254
Author(s):  
Ali Erarslan
Keyword(s):  
Positive Relationship ◽  
Academic Vocabulary ◽  
Writing Quality ◽  
Lexical Diversity ◽  
Writing Performance ◽  
Statistical Measures ◽  
Textual Features ◽  
Lexical Density ◽  
Relationship Of ◽  
The Relationship

Metadiscourse is a tool for writers to guide and interact with readers through texts. Yet in most student texts, one of the points lacking is the interaction between writers and readers. In this study, frequency and type of interactive and interactional metadiscourse features were explored via students’ research-based essays based on Hyland’s metadiscourse taxonomy. Additionally, the students’ English Vocabulary Profile (EVP), lexical diversity, lexical density, and readability features of the texts in the corpus were scrutinized, which serve as an indicator of writing quality. Finally, the relationship of metadiscourse use with students’ writing performance, lexical diversity, lexical density, and readability was explored through statistical measures. Findings show that following explicit metadiscourse instruction, students’ research-based essays included more interactive metadiscourse than interactional metadiscourse, indicating that the students were dealing with more textual features, such as coherence, than interactional metadiscourse. Apart from findings regarding EVP such as lexical diversity, lexical density, and readability features, a positive relationship was explored between metadiscourse use and writing performance, lexical components, and textual features. It is concluded that metadiscourse should be integrated into the writing syllabus since it has a positive relationship with students’ use of academic vocabulary in their essays.

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