Although word frequency is often associated with the cognitive load on the reader and is widely used for automated text complexity assessment, to date, no eye-tracking data have been obtained on the effectiveness of this parameter for text complexity prediction for the Russian primary school readers. Besides, the optimal ways for taking into account the frequency of individual words to assess an entire text complexity have not yet been precisely determined. This article aims to fill these gaps. The study was conducted on a sample of 53 children of primary school age. As a stimulus material, we used 6 texts that differ in the classical Flesch readability formula and data on the frequency of words in texts. As sources of the frequency data, we used the common frequency dictionary based on the material of the Russian National Corpus and DetCorpus - the corpus of literature addressed to children. The speed of reading the text aloud in words per minute averaged over the grades was employed as a measure of the text complexity. The best predictive results of the relative reading time were obtained using the lemma frequency data from the DetCorpus. At the text level, the highest correlation with the reading speed was shown by the text coverage with a list of 5,000 most frequent words, while both sources of the lists - Russian National Corpus and DetCorpus - showed almost the same correlation values. For a more detailed analysis, we also calculated the correlation of the frequency parameters of specific word forms and lemmas with three parameters of oculomotor activity: the dwell time, fixations count, and the average duration of fixations. At the word-by-word level, the lemma frequency by DetCorpus demonstrated the highest correlation with the relative reading time. The results we obtained confirm the feasibility of using frequency data in the text complexity assessment task for primary school children and demonstrate the optimal ways to calculate frequency data.
The period of MOOCs mass production made it possible to quite accurately observe the possibilities and limitations of this type of educational products. Language massive open online courses (LMOOCs) deserve a special discussion. Basic standard features of such courses pose big challenges in language learning since it is not only and not so much about the transfer of knowledge, but about developing communicative skills. In this regard, the LMOOC aimed at mastering general language should assume balanced proportions of work on all four language skills, both receptive and productive. In the article, we analyze a case of design and implementation of a skill-balanced course of Russian as a foreign language for the A0-A1 levels. Course objectives were described, as well as characteristic features of its target audience and methodological guidelines that determined the course design. The course scenario, peculiarities of course design and pedagogy were demonstrated, as well as the relevance between language competencies development and types of activities, communication methods and toolset.
Evaluation of text accessibility seems to be an extremely urgent and labor-consuming task in the process of preparing texts for teaching Russian as a foreign language. On the other hand, the procedure of assigning a text to one of the levels on the CEFR scale (from A1 to C2) is well-formalized and described in the professional literature, which opens opportunities for its automation. This paper presents Textometr - a new free web-based tool for estimating CEFR level and other key statistics from any given text in Russian that can be relevant for adapting it for foreign students. The automated assessment of the text level here is based on a regression model, trained on the dataset of more than 800 texts from Russian textbooks for foreigners, applying several machine learning and natural language processing methods. In addition to the CEFR level, the tool provides information relevant for adapting the text to educational tasks: lists of keywords and words for a potential vocabulary list, statistics on the text coverage by frequency lists and CEFR-graded vocabulary lists (lexical minima), a frequency list of the text, a forecast of the time needed for reading. The tool shortages at the current stage of development and suggested ways to solve them are also discussed. Finally, the results of the test on the tool quality and the vectors for its further development are reported. Textometr can provide helpful information not only to teachers and guidance teachers, but to authors of textbooks and publishers to check the compliance of the text content with the declared level and educational goals.
Abstract. The question of efficiency of thin-walled structures contains a number of contradictions. You need to select the best from all the existing structures on the criteria of optimization options. The search is conducted by varying of the parameters at parametric optimization. As a rule the aim of building structure optimization is reducing of material consumption, the labor input and cost. The costs of a particular variant of construction most full describes the given cost. There are two types of optimization parameters -immutable and varying. The result of the optimization of thin-walled beams will be a combination of parameters for each design situation in which provides the required strength and the minimum of the objective function -factory cost of production.
Nowadays there has been a growing interest in the topic of Russian text adaptation, both in theoretical aspects of intralingual translation into Simple and Plain Russian, and in practical tasks like automatic text simplification. Therefore, it is important to study the characteristics that make an adapted text more accessible. In this paper, we aim to investigate the strategies that human experts employ when simplifying texts, particularly when the texts are being adapted for learners of Russian as a foreign language. The main data source for this research is the RuAdapt parallel corpus, which consists of Russian literature texts adapted for the learners of RaaFL and the original versions of these texts. We study the changes that occur during the adaptation process on lexical, morphological, and syntax level, and compare them to the methods usually described in methodological recommendations for teaching RaaFL.
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