Exploring Socio-Variational Patterns in Indian Adolescents’ Lexical Diversity: Insights for Education
Abstract
Following the COVID-19 pandemic, vast data emerged regarding the plummeting literacy and readability levels among Indian adolescents, posing a challenge to address in its present condition of a vastly heterogeneous socio-demographic environment. This study is grounded in Bourdieu and Passeron's (1977) theory, which acknowledges schools as places with societal relevance that perpetuate social inequality. This implies the need to formulate robust policies to address educational inequalities. To this extent, the researchers used an exploratory design to evaluate lexical diversity by purposively sampling 100 volunteer teenagers across three schools. In addition to the data received from school officials, survey questionnaires collected socio-economic information (age, gender, area of stay, socio-economic scale [SES], and school type). The authors used the Kuppuswamy SES scale (2022) to determine socio-economic scale measures, as well as the calculation of Lexical Diversity scores through the computational open-source software TextElixir. The findings reveal that age and gender do not affect lexical diversity. However, school type, SES, and area of stay significantly affect adolescents from the lower social class, who need targeted interventions to bridge gaps of educational inequity. This study addresses the limitations of previous correlational studies by offering educational insights to ensure educational equity amidst prevalent social class inequalities.
https://doi.org/10.26803/ijlter.22.8.18
Keywords
Full Text:
PDFReferences
Sofi, M. A. (2017). A study on awareness of RTE Act 2009 among the parents of Muslim community of Srinagar. International Journal of Academic Research and Development, 2(4), 266–267.
Alt, M., Arizmendi, G. D., & DiLallo, J. N. (2016). The role of socioeconomic status in the narrative story retells of school-aged English language learners. Language, Speech, and Hearing Services in Schools, 47(4), 313–323. https://doi.org/10.1044/2016_LSHSS-15-0036
Asadullah, M. N., Bouhlila, D. S., Chan, S.-J., Draxler, A., Ha, W., Heyneman, S. P., Luschei, T. F., Semela, T., & Yemini, M. (2023). A year of missed opportunity: Post-Covid learning loss – A renewed call to action. International Journal of Educational Development, 99, 102770. https://doi.org/10.1016/j.ijedudev.2023.102770
Azam, M., Kingdon, G., & Wu, K. B. (2016). Impact of private secondary schooling on cognitive skills: Evidence from India. Taylor and Francis. https://doi.org/10.1596/25018
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3). https://doi.org/10.31014/aior.1993.02.03.84
Bairagya, I., Manasi, S., & Thomas, R. (2020). Covid-19 pandemic and primary education in India: Does it cause more inequality between public and private schools? ISEC Working Paper No. 503. http://www.isec.ac.in/WP%20503%20-%20Indrajit%20Bairagya%20-%20Final.pdf
Bartholo, T. L., Koslinski, M. C., Tymms, P., & Castro, D. L. (2023). Learning loss and learning inequality during the Covid-19 pandemic. Ensaio: Avaliação e Políticas Públicas Em Educação, 31(119). https://doi.org/10.1590/s0104-40362022003003776
Bhatty, K. (2014, November 1). Review of elementary education policy in India: Has it upheld the constitutional objective of equality? Economic and Political Weekly, 100–107. https://www.jstor.org/stable/pdf/24480999.pdf?casa_token=ATxd1hjyZEkAAAAA:xBd0b6bsu0W74bMt1TwRF3tPCovCAU6KkS2lFPaFDzobytNCg_qPOYcQ4RIRRUuvxRvxeibyPVS4UoCOCrA2Wdl0OGkmUhk6xgNJPxFaK7TzCdBkn3T4
Black, E., Peppé, S., & Gibbon, F. (2008). The relationship between socio?economic status and lexical development. Clinical Linguistics & Phonetics, 22(4–5), 259–265. https://doi.org/10.1080/02699200801918887
Blaskó, Z., Da Costa, P., & Schnepf, S. V. (2022). Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis. Journal of European Social Policy, 32(4), 361–375. https://doi.org/10.1177/09589287221091687
Block, D. (2015). Social class in applied linguistics. Annual Review of Applied Linguistics, 35, 1–19. https://doi.org/10.1017/s0267190514000221
Block, D. (2017). Social class in language in education research. In K .King, Y.J. Lai, & S. May (Eds.), Research methods in language and education (pp. 159–169). Springer International Publishing. https://doi.org/10.1007/978-3-319-02249-9_11
Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture. Sage Publishing. .
Brink, P. J. (1998). Advanced design in nursing research. Sage Publishing.
Bucholtz, M., & Hall, K. (Eds.). (2010). 2. Locating identity in language. In Language and identities (pp. 18–28). Edinburgh University Press. http://dx.doi.org/10.1515/9780748635788-006
Government of India. Central Board of Secondary Education (CBSE). (2021). Central Board of Secondary Education. . https://www.cbse.gov.in/
Council for the Indian School Certificate Examinations (CISCE). (2021). Council for the Indian School Certificate Examinations.. https://Cisce.Org/. https://cisce.org/
Covington, M. A., & McFall, J. D. (2010). Cutting the Gordian knot: The moving-average type–token ratio (MATTR). Journal of Quantitative Linguistics, 17(2), 94–100. https://doi.org/10.1080/09296171003643098.
Daller, M.H., & Xue, H. (2007). Lexical richness and the oral proficiency of Chinese EFL students. In M. H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp. 150–164). Cambridge University Press. https://doi.org/10.1017/CBO9780511667268.011.
Darmody, M., Smyth, E., & Russell, H. (2021). Impacts of the COVID-19 control measures on widening educational inequalities. Young, 29(4), 366–380. https://doi.org/10.1177/11033088211027412
Davis, L. M. (1985). The problem of social class grouping in sociolinguistic research. American Speech, 60(3), 214. https://doi.org/10.2307/454885
Government of India. Department of Education and Literacy. (2022). New India Literacy Programme launched to cover a target of 5.00 crore non-literates in the age group of 15 years and above. https://dsel.education.gov.in/nilp
Government of India. DIKSHA. (2017). Digital infrastructure for knowledge sharing (DIKSHA). https://diksha.gov.in/
Donnelly, R., & Patrinos, A. H. (2022). Learning loss during Covid-19: An early systematic review. Prospects,, 601–609. https://doi.org/http://dx.doi.org/10.21203/rs.3.rs-518655/v1
Douglas, S. R. (2010). Non-native English speaking students at university: Lexical richness and academic success . https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/NR69496.PDF
Drummond, R., & Schleef, E. (eds.). (2016). Identity in variationist sociolinguistics. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 76–91). Routledge. http://dx.doi.org/10.4324/9781315669816-13
Ekawati, R., & Permata, N. (2022). Lexical richness of short stories Written by EFL Students. EFL Education Journal, 9(1), 102. https://doi.org/10.19184/eej.v9i1.29052
Faust, D., & Nagar, R. (2001, August 3). Politics of development in postcolonial India: English-medium education and social fracturing. Economic and Political Weekly, 2878–2883. https://www.jstor.org/stable/pdf/4410920.pdf?casa_token=xvJ0rqlkq3gAAAAA:kcpZVEU_qoUZl2xuk8Y-xsxR-Ecu_32IGqBANxs3uqYb3HC9vfNwHq7RE9KI9oZi-5UcfenSTAgf-aWT6zhOOTPHspX75YeU6zuwF2BnQnqoj6ezE6mU
Freed, A. F. (2003). Epilogue: Reactions on language and gender research. In The Handbook of language and gender (pp. 699–721). Blackwell Publishing. http://dx.doi.org/10.1002/9780470756942.epil
Freed, A. F. (2015). Institutional discourse. In K. Tracy, Ilie, C. & Sandel, T. (Eds.), The international encyclopedia of language and social interaction (1–18). https://doi.org/10.1002/9781118611463.wbielsi151
Gharibi, K., & Boers, F. (2017). Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand. International Journal of Bilingualism, 23(2), 381–399. https://doi.org/10.1177/1367006917728395
Gohain, M. P. (2016, January 15). At 47 million, India has the most adolescent school dropouts. The Times of India. https://timesofindia.indiatimes.com/india/at-47-million-india-has-the-most-adolescent-school-dropouts/articleshow/53219039.cms
González-Betancor, S. M., López-Puig, A. J., & Cardenal, M. E. (2021). Digital inequality at home. The school as compensatory agent. Computers & Education, 168, 104195. https://doi.org/10.1016/j.compedu.2021.104195
Kumar, G., Dash, P., Patnaik,J., & Pany, G. (2022). Socioeconomic status scale-modified Kuppuswamy scale for the year 2022. International Journal of Community Dentistry, 10(1), 1–6. https://doi.org/10.56501/intjcommunitydent.v10i1.26
Härmä, J. (2011). Low cost private schooling in India: Is it pro poor and equitable? International Journal of Educational Development, 31(4), 350–356. https://doi.org/10.1016/j.ijedudev.2011.01.003
Hickey, M. G., & Stratton, M. (2007). Schooling in India: Effects of gender and caste. Scholarlypartnershipsedu, 2(1), 59–85. https://core.ac.uk/download/pdf/47223418.pdf
Hilte, L., Daelemans, W., & Vandekerckhove, R. (2020). Lexical patterns in adolescents’ online writing: The impact of age, gender, and education. Written Communication, 37(3), 365–400. https://doi.org/10.1177/0741088320917921
Van Hout, R., & Vermeer, A. (2007). Comparing measures of lexical richness. In H. Daller, J.Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp. 93–115). Cambridge University Press. https://doi.org/10.1017/CBO9780511667268.008
Ishikawa, S. (2015). Lexical development in L2 English learners’ speeches and writings. Procedia - Social and Behavioral Sciences, 198, 202–210. https://doi.org/10.1016/j.sbspro.2015.07.437
Jamovi Software. (2022). The Jamovi Program (2.3). https://www.jamovi.org
Jayachandran, U. (2007, March 17). How high are dropout rates in India? Economic and Political Weekly. https://www.epw.in/journal/2007/11/discussion/how-high-are-dropout-rates-india.html?0=ip_login_no_cache%3Dc86b75b187fb7dafeeadfc8aa0ee1e40
Joshi, B. (2022, July 12). Public libraries: Centre asks states to learn from Karnataka. . Deccan Herald. https://www.deccanherald.com/india/karnataka/public-libraries-centre-asks-states-to-learn-from-karnataka-1126087.html
Kamat, S. (2008). Education and social equity with a special focus on scheduled castes and scheduled tribes in elementary education. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1023&context=cie_faculty_pubs
Kariya, T. (2012). Education reform and elite education. In M.Burtscher (Ed.), Education reform and social class in Japan (pp. 110–123). Routledge. http://dx.doi.org/10.4324/9780203076996-12
Kathpalia, A. (2020, July 22). The hare and the tortoise [Film]. https://www.youtube.com/watch?v=JINRyE_Qckg&t=3s
Kingdon, G. G. (2019). Trends in private and public schooling. In R.P. Mamgain (Ed.), Growth, disparities and inclusive development in India (pp. 343–370). https://doi.org/10.1007/978-981-13-6443-3_15
Kingdon, G. G. (2020). The private schooling phenomenon in India: A review. The Journal of Development Studies, 56(10), 1795–1817. https://doi.org/10.1080/00220388.2020.1715943
Kochar, A. (2002). Emerging Challenges for Indian Education Policy. In A. O. Krueger (Ed.), Economic policy reforms and the Indian economy (pp. 303–328). University of Chicago Press. https://doi.org/10.7208/chicago/9780226454542.003.0008
Kubát, M., & Mili?ka, J. (2013). Vocabulary richness measure in genres. Journal of Quantitative Linguistics, 20(4), 339–349. https://doi.org/10.1080/09296174.2013.830552
Kumar, P., Patel, S. K., Debbarma, S., & Saggurti, N. (2023). Determinants of school dropouts among adolescents: Evidence from a longitudinal study in India. PLOS ONE, 18(3), e0282468. https://doi.org/10.1371/journal.pone.0282468
Kyle, K. (2019). Measuring lexical richness. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 454–476). Routledge. https://doi.org/10.4324/9780429291586-29
La Dousa, C. (2014). Hindi is our ground, English is our sky. Berghahn Books. https://doi.org/10.3167/9781782382324
Labov, W. (2006). The social stratification of English in New York City. Cambridge University Press. https://doi.org/10.1017/CBO9780511618208
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (2020). Vocabulary size and use: Lexical richness in L2 written production. Victoria University of Wellington Library. http://dx.doi.org/10.26686/wgtn.12560396.v1
Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32(1), 69–92. https://doi.org/10.1017/S0142716410000299
Lefa, B. (2014). The Piaget theory of cognitive development: An educational implications. Educational Psychology, 1(1), 9. https://ocd.lcwu.edu.pk/cfiles/Gender%20&%20Development%20Studies/Maj/GDS%20-%20101/CognitiveDevelopmentTheoryGDS1.pdf
Li, X., & Zhang, H. (2021). Developmental features of lexical richness in English writings by Chinese L3 beginner learners. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.752950
Majumdar, M., & Mooij, J. (2012). Education and inequality in India. Routledge. https://doi.org/10.4324/9780203810217
Majumdar, S. A. (2010). Teaching English language and literature in non-native context. Language in India, 10(6), 210–216.
Manchikanti, S., & Sivaram, A. (2011). U&I: Actioning volunteers to create positive social change. U & I NGO. https://uandi.org.in/
McCarthy, P. M., & Jarvis, S. (2007). A theoretical and empirical evaluation. Language Testing, 24(4), 459–488. https://doi.org/10.1177/0265532207080767
Meganathan, R. (2015). English language education situation in India. The Journal of English as an International Language, 10(1), 48–66.
Mehendale, A., Mukhopadhyay, R., & Namala, A. (2015, February 14). Right to education and inclusion in private unaided schools: An exploratory study in Bengaluru and Delhi. Economic and Political Weekly, 43–51. https://www.jstor.org/stable/pdf/24481394.pdf?casa_token=ncD1w2yJ9TEAAAAA:POdkvj630Wfzq1OG5v2dgKdGATrwzjIsiNHxZzmqvK0zrJ5nvv642gmWp7YlrKEx1KvCt9kA_KWz-fEHGFNdiBwnOXWOhB7hrjhyt1zu7MoQVL6OoxRS
Mesthrie, R. (2008). Sociolinguistics and sociology of language. In B. Spolsky & F.M. Hult (Eds.), The handbook of educational linguistics (pp. 66–82). Blackwell. https://doi.org/10.1002/9780470694138.ch6
Government of India. Ministry of Education. (2021). Unified District Information System for Education Plus (UDISE+). https://udiseplus.gov.in/assets/img/dcf2021/UDISE+2020_21_Booklet_English.pdf
Government of India. Ministry of Human Resource Development. (2020). National Education Policy. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Mishra, S. (2019). Awareness of elementary school teachers in tribal areas of Odisha, India about RTE Act, 2009. Journal of Education and Practice. https://doi.org/10.7176/jep/10-1-02
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1),50+. https://link.gale.com/apps/doc/A163333357/AONE?u=anon~a083c60&sid=googleScholar&xid=ab8b905c
Government of India. Naitonal Curriculum Framework for School Education. (2023). National Curriculum Framework for School Education (pp. 1–628). NCERT. https://dsel.education.gov.in/sites/default/files/NCF2023.pdf
Nation, I. S. P., & Coxhead, A. (2021). Measuring native-speaker vocabulary size. John Benjamins. https://doi.org/10.1075/z.233
Government of India. National Council of Educational Research and Training. (2005). National curriculum framework 2005 : Position paper. National Council of Educational Research and Training. https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
Newman, M. L., Groom, C. J., Handelman, L. D., & Pennebaker, J. W. (2008). Gender differences in language use: An analysis of 14,000 text samples. Discourse Processes, 45(3), 211–236. https://doi.org/10.1080/01638530802073712
Nilesh Bam, M. (2020). Student-led organisation. Seekh_V3. https://manaslegodesigns.wixsite.com/website-12/
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Ramanathan, V. (2005). Ambiguities about English: Ideologies and critical practice in vernacular-medium college classrooms in gujarat, India. Journal of Language, Identity and Education, 4(1), 45–65. https://doi.org/10.1207/s15327701jlie0401_3
Ramanathan, V. (2007). Rethinking language planning and policy from the ground up: Refashioning institutional realities and human lives. In A.J.Liddicoat (Ed.), Language planning and policy: Issues in language planning and literacy (pp. 89–101). Multilingual Matters. http://dx.doi.org/10.21832/9781853599781-008
Rampton, B. (2010). Social class and sociolinguistics. Applied Linguistics Review, 1(2010), 1–22. https://doi.org/10.1515/9783110222654.1
Reed, D. K., & Vaughn, S. (2012). Retell as an indicator of reading comprehension. Scientific Studies of Reading, 16(3), 187–217. https://doi.org/10.1080/10888438.2010.538780
Ramachandran, R., & Subramonium, G. (2015). Awareness about right of children to free and compulsory (RTE) Act 2009 among elementary teachers in Coimbatore District. I-Manager’s Journal on Educational Psychology, 9(2), 27–31. https://doi.org/10.26634/jpsy.9.2.3652
Richardson, J. T. E., Mittelmeier, J., & Rienties, B. (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: An update. Oxford Review of Education, 46(3), 346–362. https://doi.org/10.1080/03054985.2019.1702012
Rodriguez-Ordoñez, I., Kasstan, J., & O’Rourke, B. (2022). Responding to sociolinguistic change: New speakers and variationist sociolinguistics. International Journal of Bilingualism, 26(5), 529–541. https://doi.org/10.1177/13670069221110381
Romaine, S. (2000). Language in society: An introduction to sociolinguistics. Oxford University Press.
Sadeghi, K., & Dilmaghani, S. K. (2013). The relationship between lexical diversity and genre in Iranian EFL learners’ writings. Journal of Language Teaching and Research, 4(2). https://doi.org/10.4304/jltr.4.2.328-334
Sandow, R. J. (2020). The Anglo-Cornish dialect is ‘a performance, a deliberate performance.’ English Today, 36(3), 77–84. https://doi.org/10.1017/s026607842000022x
Sandow, R. J. (2022). Attention, identity and linguistic capital: Inverted style-shifting in Anglo-Cornish dialect lexis. English Language and Linguistics, 26(4), 677–695. https://doi.org/10.1017/s136067432100040x
Sheikh, Md. S., Rashid, M., Nibir, Md. M.A.M., & Rabbi, Md. F. (2022). Exploring the underlying factors of dropping out at secondary-level schools in Khulkna, Bangladesh. Khulna University Studies, 19(1), 26–42. https://doi.org/10.53808/kus.2022.19.01.2119-edu
Sheng, X. (Ed.). (2014). Gender and higher education choice. In Higher education choice in China (pp. 69–82). Routledge. http://dx.doi.org/10.4324/9781315814254-3
Shi, Y., & Lei, L. (2021). Lexical use and social class: A study on lexical richness, word length, and word class in spoken English. Lingua, 262, 103155. https://doi.org/10.1016/j.lingua.2021.103155
Sibona, C., Walczak, S., & White Baker, E. (2020). A guide for purposive sampling on Twitter. Communications of the Association for Information Systems, 537–559. https://doi.org/10.17705/1CAIS.04622
Singh, A. (2015). Private school effects in urban and rural India: Panel estimates at primary and secondary school ages. Journal of Development Economics, 113, 16–32. https://doi.org/10.1016/j.jdeveco.2014.10.004
Singh, S. (2001). A pilot study on gender differences in conversational speech on lexical in richness measures. Literary and Linguistic Computing, 16(3), 251–264. https://doi.org/10.1093/llc/16.3.251
Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
Smith, J. A., & Kelly, C. (2002). Stylistic constancy and change across literary corpora: Using measures of lexical richness to date works. Computers and the Humanities, 36(4), 411–430. https://doi.org/10.1023/A:1020201615753
Snell, J. (2014). Social class and language. In L.R. Horn & G. Ward (Eds.), Handbook of pragmatics. John Benjamins. http://dx.doi.org/10.1075/hop.18.soc6
Stebbins, R. (2001). Exploratory research in the social sciences. Sage Publishing. http://dx.doi.org/10.4135/9781412984249
Government of India. (2016). Swayam Central.https://swayam.gov.in/
Swedberg, R. (2020). Exploratory research. In C. Elman (Ed.), The production of knowledge (pp. 17–41). Cambridge University Press. http://dx.doi.org/10.1017/9781108762519.002
Government of India. Ministry of Education. (2009). The Right to Free and Compulsory Education Act of India (RTE). https://legislative.gov.in/sites/default/files/The%20Right%20of%20Children%20to%20Free%20and%20Compulsory%20Education%20Act,%202009.pdf
Tilak, J. B. G. (2016). Global rankings, world-class universities and dilemma in higher education policy in India. Higher Education for the Future, 3(2), 126–143. https://doi.org/10.1177/2347631116648515
Tripathi, V., &Kamath, A.K.V.D. (2015). A study on awareness of RTE Act 2009 among the parents of minority communities of Varanasi City. Journal of Indian Education, 41(1), 53–60. https://ncert.nic.in/pdf/publication/journalsandperiodicals/journalofindianeducation/jiemay2015.pdf
Tweedie, F. J., & Baayen, R. H. (1998). How variable may a constant be? Measures of lexical richness in perspective. Computers and the Humanities, 32(5), 323–352. https://doi.org/10.1023/a:1001749303137
United Nations International Children's Emergency Fund (UNICEF). (2022). Empowering adolescent girls and boys in India. UNICEF India. https://www.unicef.org/india/what-we-do/adolescent-development-participation#:~:text=Empowering%20adolescent%20girls%20and%20boys%20in%20India&text=India%20stands%20to%20benefit%20socially,support%20the%20country’s%20continued%20development.
United Nations Development Programme. (1965). Sustainable Development Goals. https://www.undp.org/
United Nations. Department of Economic and Social Affairs (UN DESA). (2022). India to overtake China as world’s most populous country in April 2023. Policy Brief No. 153. https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-no-153-india-overtakes-china-as-the-worlds-most-populous-country/#:~:text=In%20April%202023%2C%20India’s%20population,to%20grow%20for%20several%20decades.
Van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
Van Gijsel, S., Speelman, D., & Geeraerts, D. (2006). Locating lexical richness: A corpus linguistic, sociovariational analysis. Ournées Internationales d’Analyse Statistique Des Données Textuelles., 8, 953–961. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=8dbc60f4336cfbc8fb33b01d5974b83427bd550c
Vandrick, S. (2014). The role of social class in English language education. Journal of Language, Identity and Education, 13(2), 85–91. https://doi.org/10.1080/15348458.2014.901819
Velaskar, P. (2010). Quality and inequality in Indian education. Contemporary Education Dialogue, 7(1), 58–93. https://doi.org/10.1177/0973184913411200
Verheijen, L., & Spooren, W. (2021). The impact of WhatsApp on Dutch youths’ school writing and spelling. Journal of Writing Research, 13(1), 155–191. https://doi.org/10.17239/jowr-2021.13.01.05
Vermeer, A. (2000). Coming to grips with lexical richness in spontaneous speech data. Language Testing, 17(1), 65–83. https://doi.org/10.1191/026553200676636328
Vermeer, A. (2004). The relation between lexical richness and vocabulary size in Dutch L1 and L2 children. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition, and testing (pp. 173–189). John Benjamins. https://doi.org/10.1075/lllt.10.13ver
Vincent, J., & Wilde, L. (2023). TextElixir: Corpus Analysis Python Library (1.0.5).
Zhang, Y. (2014). A corpus based analysis of lexical richness of Beijing Mandarin speakers: Variable identification and model construction. Language Sciences, 44, 60–69. https://doi.org/10.1016/j.langsci.2013.12.003
Zhang, Y. (2016). Entropic evolution of lexical richness of homogeneous texts over time: A dynamic complexity perspective. Journal of Language Modelling, 3(2). https://doi.org/10.15398/jlm.v3i2.111
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493