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The effectiveness of lexicographic tools for optimising written L1-texts

  • We present an empirical study addressing the question whether, and to which extent, lexicographic writing aids improve text revision results. German university students were asked to optimise two German texts using (1) no aids at all, (2) highlighted problems, or (3) highlighted problems accompanied by lexicographic resources that could be used to solve the specific problems. We found that participants from the third group corrected the largest number of problems and introduced the fewest semantic distortions during revision. Also, they reached the highest overall score and were most efficient (as measured in points per time). The second group with highlighted problems lies between the two other groups in almost every measure we analysed. We discuss these findings in the scope of intelligent writing environments, the effectiveness of writing aids in practical usage situations and teaching dictionary skills.

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Metadaten
Author:Sascha Wolfer, Thomas Bartz, Tassja Weber, Andrea Abel, Christian M. Meyer, Carolin Müller-SpitzerGND, Angelika Storrer
URN:urn:nbn:de:bsz:mh39-55095
DOI:https://doi.org/10.1093/ijl/ecw038
ISSN:1477-4577
Parent Title (German):International Journal of Lexicography
Publisher:Oxford Univ. Press
Place of publication:Oxford
Document Type:Article
Language:English
Year of first Publication:2016
Date of Publication (online):2016/11/08
Reviewstate:Peer-Review
Edition:First published online: October 14, 2016
Pagenumber:28
Note:
Dieser Beitrag ist aus urheberrechtlichen Gründen nicht frei zugänglich.
Dewey Decimal Classification:400 Sprache
Open Access?:Nein
Licence (German):Es gilt das UrhG