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ERIC Number: EJ1082660
Record Type: Journal
Publication Date: 2015-Nov
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0022-0663
The Language of Instruction: Compensating for Challenge in Lectures
Medimorec, Srdan; Pavlik, Philip I., Jr.; Olney, Andrew; Graesser, Arthur C.; Risko, Evan F.
Journal of Educational Psychology, v107 n4 p971-990 Nov 2015
Recent studies have used Coh-Metrix, an automated text analyzer, to assess differences in language characteristics across different genres and academic disciplines (Graesser, McNamara, & Kulikowich, 2011; McNamara, Graesser, McCarthy, & Cai, 2014). Coh-Metrix analyzes text on many constructs at different levels, including Word Concreteness (vs. abstractness), Narrativity (vs. informational), Deep Cohesion, Referential Cohesion, and Syntactic Simplicity. In previous research, texts in the natural sciences had lower Narrativity and Word Concreteness than texts in the language arts, but were higher in Syntactic Simplicity and Referential Cohesion. This pattern suggests a form of compensation in which difficulty on one dimension (e.g., Word Concreteness) is compensated for by increasing text ease on another dimension (e.g., Syntactic Simplicity). In the present study, we provide a further test of this compensation idea by analyzing oral language use across humanities and natural science lectures. We demonstrate that decreases in Word Concreteness across lectures are associated with increases in Narrativity, Deep Cohesion, and Syntactic Simplicity. In addition, within lectures, decreases in Word Concreteness are associated with increases in Syntactic Simplicity. Compensatory mechanisms are discussed in this article at different levels of language and discourse.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A