Noun‐Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment‐Unit‐Based Measures

Lu, Xiaofei; Wu, Jifeng

doi:10.1111/modl.12766

Cited by 9 publications

(4 citation statements)

References 24 publications

(80 reference statements)

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“…A further look into the only one correct tagging among a total of four such constructions shows that the period mark used immediately after de , indicating the end of the sentence overtly, may help Stanza successfully recognize de as UH. Moreover, given the increasing research interest in the role of noun phrases in writing (e.g., Lan et al, 2022a ; Lu and Wu, 2022 ; Pan, 2023 ) and L2 Chinese learners’ different developmental paths of -de in associative and modifying phrases ( Zhang, 2002 ), we suggest that Stanza distinguishes DEG and DEC as described in the Penn Chinese Treebank 3.0 to improve the identification of fine-grained linguistic features.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, research on grammatical complexity has burgeoned in the area of L2 Chinese writing, initially driven by the need for indices addressing typological characteristics of Chinese (e.g., topic-comment units and zero-anaphora clauses) to measure writing quality and development ( Jin, 2007 ; Jiang, 2013 ; Yu, 2021 ) and then furthered by investigations of more linguistically-motivated finer-grained indices (e.g., Wu, 2016 , 2018 ; Pan, 2018 , 2023 ; Hu, 2021 ; Wu and Lu, 2021 ; Hu et al, 2022 ; Lu and Wu, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results indicated that complex nominal structures increased with the course level, and relative clauses played a critical role in developing and enriching the variety of complex nominal structures. The significant role of complex noun phrases in L2 Chinese writing has been explored by Wu and Lu (2021) and Lu and Wu (2022) to examine the relationships between three noun-phrase-based indices and three topic-comment (TC)-based indices regarding the quality of narrative and argumentative essays written by L2 Chinese learners at a Chinese university. The results showed minimal correlations between the TC indices and the essay scores, in contrast to the medium effect sizes of the ratio of complex noun phrases and the total length of all complex premodifiers, which explained the variance in narrative and argumentative essay scores, respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

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Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context

Lan

Pan²,

Sun³

et al. 2023

Front. Psychol.

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Grammatical complexity has received extensive attention in second language acquisition. Although computational tools have been developed to analyze grammatical complexity, most relevant studies investigated this construct in the context of English as a second language. In response to an increasing number of L2 Chinese learners, it is important to extend the investigation of grammatical complexity in L2 Chinese. To promote relevant research, we evaluated the new computational tool, Stanza, on its accuracy of part-of-speech tagging for L2 Chinese writing. We particularly focused on eight grammatical features closely related to L2 Chinese development. Then, we reported the precisions, recalls, and F-scores for the individual grammatical features and offered a qualitative analysis of systematic tagging errors. In terms of the precision, three features have high rates, over 90% (i.e., ba and bei markers, classifiers, -de as noun modifier marker). For recall, four features have high rates, over 90% (i.e., aspect markers, ba and bei markers, classifiers, -de as noun modifier marker). Overall, based on the F-scores, Stanza has a good tagging performance on ba and bei markers, classifiers, and -de as a noun modifier marker. This evaluation provides research implications for scholars who plan to use this computational tool to study L2 Chinese development in second language acquisition or applied linguistics in general.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context

Lan

Pan²,

Sun³

et al. 2023

Front. Psychol.

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“…raters (Lu and Wu, 2022). We selected two rating score for further calculation by discarding one that deviates most among the three scores.…”

Section: Product Quality Evaluationmentioning

confidence: 99%

Comparing product quality between translation and paraphrasing: Using NLP-assisted evaluation frameworks

Han

Li²,

Ma³

et al. 2022

Front. Psychol.

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Translation and paraphrasing, as typical forms in second language (L2) communication, have been considered effective learning methods in second language acquisition (SLA). While many studies have investigated their similarities and differences in a process-oriented approach, little attention has been paid to the correlation in product quality between them, probably due to difficulties in assessing the quality of translation and paraphrasing. Current quality evaluation methods tend to be either subjective and one-sided or lack consistency and standardization. To address these limitations, we proposed preliminary evaluation frameworks for translation and paraphrasing by incorporating indices from natural language processing (NLP) tools into teachers’ rating rubrics and further compared the product quality of the two activities. Twenty-nine translators were recruited to perform a translation task (translating from Chinese to English) and a paraphrasing task (paraphrasing in English). Their output products were recorded by key-logging technique and graded by three professional translation teachers by using a 10-point Likert Scale. This rating process adopted rubrics consisting of both holistic and analytical assessments. Besides, indices containing textual features from lexical and syntactic levels were extracted from TAASSC and TAALES. We identified indices that effectively predicted product quality using Pearson’s correlation analysis and combined them with expert evaluation rubrics to establish NLP-assisted evaluation frameworks for translation and paraphrasing. With the help of these frameworks, we found a closely related performance between the two tasks, evidenced by several shared predictive indices in lexical sophistication and strong positive correlations between translated and paraphrased text quality according to all the rating metrics. These similarities suggest a shared language competence and mental strategies in different types of translation activities and perhaps in other forms of language tasks. Meanwhile, we also observed differences in the most salient textual features between translations and paraphrases, mainly due to the different processing costs required by the two tasks. These findings enrich our understanding of the shared ground and divergences in product quality between translation and paraphrasing and shed light on the pedagogical application of translation activities in classroom teaching. Moreover, the proposed evaluation framework can also bring insights into the development of standardized evaluation frameworks in translation and paraphrasing in the future.

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Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre

Lin,

Su,

Peng

et al. 2024

Read Writ

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Noun‐Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment‐Unit‐Based Measures

Cited by 9 publications

References 24 publications

Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context

Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context

Comparing product quality between translation and paraphrasing: Using NLP-assisted evaluation frameworks

Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre

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