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Adjectives are essential for describing and differentiating concepts. However, they have a protracted development relative to other word classes. Here we measure three- and four-year-olds’ exposure to adjectives across a range of interactive and socioeconomic contexts to: (i) measure the syntactic, semantic, and pragmatic variability of adjectives in child-directed speech (CDS); and (ii) investigate how features of the input might scaffold adjective acquisition. In our novel corpus of UK English, adjectives occurred more frequently in prenominal than in postnominal (predicative) syntactic frames, though postnominal frames were more frequent for less-familiar adjectives. They occurred much more frequently with a descriptive than a contrastive function, especially for less-familiar adjectives. Our findings present a partial mismatch between the forms of adjectives found in real-world CDS and those forms that have been shown to be more useful for learning. We discuss implications for models of adjective acquisition and for clinical practice.

Because a large number of Chinese characters are commonly used in both Japanese and Chinese, Chinese-speaking learners of Japanese as a second language (JSL) find it more challenging to learn Japanese functional expressions than to learn other Japanese vocabulary. To address this challenge, we have developed Jastudy, a computer-assisted language learning (CALL) system designed specifically for Chinese-speaking learners studying Japanese functional expressions. Given a Japanese sentence as an input, the system automatically detects Japanese functional expressions using a character-based bidirectional long short-term memory with a conditional random field (BiLSTM-CRF) model. The sentence is then segmented and the parts of speech (POS) are tagged (word segmentation and POS tagging) by a Japanese morphological analyzer, MeCab (http://taku910.github.io/mecab/), trained using a CRF model. In addition, the system provides JSL learners with appropriate example sentences that illustrate Japanese functional expressions. The system uses a ranking system, which gives easier sentences a higher rank, when selecting example sentences. A support vector machine for ranking (SVMRank) algorithm estimates the readability of example sentences, using Japanese-Chinese common words as an important feature. A k-means clustering algorithm is used to cluster example sentences that contain functional expressions with the same meanings, based on part-of-speech, conjugation form, and semantic attributes. Finally, to evaluate the usefulness of the system, we have conducted experiments and reported on a preliminary user study involving Chinese-speaking JSL learners.

The composition of young children's vocabularies in 7 contrasting linguistic communities was investigated. Mothers of 269 twenty-month-olds in Argentina, Belgium, France, Israel, Italy, the Republic of Korea, and the United States completed comparable vocabulary checklists for their children. In each language and vocabulary size grouping (except for children just learning to talk), children's vocabularies contained relatively greater proportions of nouns than other word classes. Each word class was consistently positively correlated with every other class in each language and for children with smaller and larger vocabularies. Noun prevalence in the vocabularies of young children and the merits of several theories that may account for this pattern are discussed.

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.

We investigated 16- and 20-month-olds' flexibility in mapping phonotactically illegal words to objects. Using an associative word-learning task, infants were presented with a training phase that either highlighted or did not highlight the referential status of a novel label. Infants were then habituated to two novel objects, each paired with a phonotactically illegal Czech word. When referential cues were provided, 16-, but not 20-month-olds, formed word–object mappings. In the absence of referential cues, infants of both ages failed to map the novel words. These findings illustrate the complex interplay between infants' developing sound system and their word learning abilities.

This study explored noun and verb retrieval using a sentence completion task to expand upon previous findings from picture naming tasks. Participants completed sentences missing either a target noun or verb in the final position. Non-target responses were coded for substitution type, imageability and frequency. Like picture naming, nouns and verbs differed in non-target substitution type—within-category substitutions were primarily nouns and out-of-category substitutions were primarily verbs. Imageability predicted multiple substitution types for both word classes, whereas frequency predicted noun substitution types but not verbs. Findings support theories of noun and verb differences in semantic retrieval, showing the robustness of this effect across methodologies, and shed new light on the influence of imageability and frequency during semantic retrieval.

A comparison of the error profiles of monolingual (child L1) learners of Dutch, Moroccan children (child L2) and Moroccan adults (adult L2) learning Dutch as their L2 shows that participants in all groups massively overgeneralize [-neuter] articles to [+neuter] contexts. In all groups, the reverse gender mistake infrequently occurs. Gender expressed by Dutch attributive adjectives reveals an agerelated asymmetry between the three groups, however. Whereas participants in the child groups overgeneralize one particular suffix (namely the schwa), adult participants use both adjectival forms, the schwa-adjective and the bare adjective, incorrectly. It is argued that the asymmetry observed in adjectives reflects that adult learners exploit an input-based, lexical learning route, whereas children rely on grammar-based representations. The similarity in article selection between all groups follows from the assumption that adults, like children, make use of lexical frames. Crucially, lexical frames can successfully describe the distribution of gender-marked articles, but they cannot account for gender in adjectives.

Political scientists lack domain-specific measures for the purpose of measuring the sophistication of political communication. We systematically review the shortcomings of existing approaches, before developing a new and better method along with software tools to apply it. We use crowdsourcing to perform thousands of pairwise comparisons of text snippets and incorporate these results into a statistical model of sophistication. This includes previously excluded features such as parts of speech and a measure of word rarity derived from dynamic term frequencies in the Google Books. data set. Our technique not only shows which features are appropriate to the political domain and how, but also provides a measure easily applied and rescaled to political texts in a way that facilitates probabilistic comparisons. We reanalyze the State of the Union corpus to demonstrate how conclusions differ when using our improved approach, including the ability to compare complexity as a function of covariates.

This paper presents the methodology, design principles and detailed evaluation of a new freely available multilayer corpus, collected and edited via classroom annotation using collaborative software. After briefly discussing corpus design for open, extensible corpora, five classroom annotation projects are presented, covering structural markup in TEI XML, multiple part of speech tagging, constituent and dependency parsing, information structural and coreference annotation, and Rhetorical Structure Theory analysis. Layers are inspected for annotation quality and together they coalesce to form a richly annotated corpus that can be used to study the interactions between different levels of linguistic description. The evaluation gives an indication of the expected quality of a corpus created by students with relatively little training. A multifactorial example study on lexical NP coreference likelihood is also presented, which illustrates some applications of the corpus. The results of this project show that high quality, richly annotated resources can be created effectively as part of a linguistics curriculum, opening new possibilities not just for research, but also for corpora in linguistics pedagogy.

Some teachers and researchers may assume that when a learner knows one member of a word family (e.g., stimulate), the other members (e.g., stimulant, stimulative) are relatively easy to learn. Although knowing one member of a word family undoubtedly facilitates receptive mastery of the other members, the small amount of previous research has suggested that L2 learners often have problems producing the various derivative forms within a word family. This study examined the ability of 106 graduate and undergraduate nonnative-English-speaking students to produce appropriate derivatives in the four major word classes (i.e., noun, verb, adjective, and adverb) for 16 prompt words. The results indicated that it was relatively uncommon for subjects to know either all of the four word forms or none of them. Subjects usually had partial knowledge of the derivatives, with productive knowledge of two or three forms being typical. In a comparison of derivational mastery and knowledge of the prompt words on a four-stage developmental scale, the subjects showed increasing knowledge of noun and verb derivatives at each stage, but adjective and adverb forms appeared to be more difficult for them. The results may imply a need for more direct attention to the teaching of derivative forms.