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The methodological debates surrounding keyword analysis have given rise to a wide range of keyness metrics. The present paper delineates four dimensions of keyness, which distinguish between frequency- and dispersion-related perspectives. Existing measures are then organized according to these dimensions and evaluated with regard to their performance on a specific keyword analysis task: The identification of key verbs in academic writing. To this end, the rankings produced by 32 different metrics are evaluated against an established academic word list. Further, the reliability of measures is assessed, to determine whether they produce stable rankings across repeated studies on the same pair of text varieties. We observe notable differences among metrics with regard to these criteria. Our findings provide further support for the superiority of the Wilcoxon rank sum test and text-dispersion–based measures, and allow us to identify, within each dimension of keyness, metrics that may be given preference in applied work.

This study addresses gaps in the research by examining the academic discourse on sex and human sexuality in counseling and draws comparisons between how researchers discuss these crucial developmental topics in the counseling field versus the discourse in other mental health professions.

This paper concerns an empirical evaluation of nine different measures of distinctiveness or ‘keyness’ in the context of Computational Literary Studies. We use nine different sets of literary texts (specifically, novels) written in seven different languages as a basis for this evaluation. The evaluation is performed as a downstream classification task, where segments of the novels need to be classified by subgenre or period of first publication. The classifier receives different numbers of features identified using different measures of distinctiveness. The main contribution of our paper is that we can show that across a wide variety of parameters, but especially when only a small number of features is used, (more recent) dispersion-based measures very often outperform other (more established) frequency-based measures by significant margins. Our findings support an emerging trend to consider dispersion as an important property of words in addition to frequency.&nbsp, Journal of Computational Literary Studies

This project is composed of two separate manuscripts that aim to achieve two research objectives. The first objective is to fill a gap in the counseling literature regarding play therapy approaches using corpus linguistics to analyze child-therapist interactions. The second objective is to deepen counselors' understanding of play therapy approaches by investigating in language patterns play therapy. Despite the extensive research on play therapy, corpus linguistics methodology has not been used to examine the two leading schools of play therapy approaches, limiting understanding of their mechanisms. Language style matching (LSM) research in play therapy has implications for the counseling field. A strong therapeutic relationship is crucial for effective play therapy, and LSM may aid in building this relationship (Landreth & Bratton, 2006). Analyzing the language patterns between the child and the therapist during play sessions can provide insights into the therapeutic relationship's dynamics and bridge the understanding and improving of the relationship and achieve greater successful outcomes.

Published research focused on the analysis of specific words used by counselors during counseling sessions is limited. Applying keyness analysis within a corpus linguistic framework can help researchers examine transcribed verbal interactions between counselors and clients in counseling sessions. Additionally, keyness studies can uncover specific word choices that align with specific theoretical orientations, and study potential implications made by both new counselors and counseling predecessors. This study employed a corpus linguistic design analyzing words within the three unique counseling transcriptions in the popular training film, Three Approaches to Psychotherapy. Outcomes determined that keywords identified with the language spoken by Carl Rogers, Albert Ellis, and Fritz Perls did align with their associated theories of client-centered, Rational Emotive Behavioral Therapy, and Gestalt theories, respectively. As such, counseling educators can use this film to illustrate specific word choices reflective of three unique theoretical models.

The aim of this project is to produce a series of empirical studies examining the linguistic, psychological, and theological differences between the pre and post Vatican II collects. This project will conduct these examinations using methods from corpus linguistics.

Drawing on what is known as a corpus-assisted discourse study (CADS) approach (Baker et al., 2008), this article will research the construction of different identities by means of the language used in two newspaper articles on Brexit from the Spanish El País and the British The Guardian, to examine how these identities are constructed through media discourse at the time following the Brexit referendum (2016-2018). Media discourse surrounding Brexit is examined under the consideration of media power. A comparable corpus made up of original newspaper articles about Brexit was used to carry out the analysis, identifying statistically significant keywords compared with a reference corpus with the aim of providing an example of how the British and Spanish press construct identity. Keywords: corpus-assisted discourse analysis, media discourse, identities, Brexit, keyness., Partiendo de la perspectiva de los estudios del discurso asistido por corpus (Baker et al., 2008), este artículo investigará la construcción de diferentes identidades mediante el lenguaje utilizado sobre el Brexit en el diario español El País y el británico The Guardian para así examinar cómo se construyen dichas identidades a través del discurso mediático en el momento posterior al referéndum del Brexit (2016-2018). El discurso mediático en torno al Brexit se examina bajo el prisma del poder mediático. Para llevar a cabo el análisis se ha utilizado un corpus comparable formado por artículos periodísticos originales sobre el Brexit, identificando palabras clave estadísticamente significativas en comparación con un corpus de referencia con el objetivo de proporcionar un ejemplo de cómo la prensa británica y española construyen la identidad alrededor de un mismo tema., Agencia Estatal de Investigación (AEI)

Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants’ learning intentions.

A single abstract from the DHd-2018 Book of Abstracts., Sofern eine editorische Arbeit an dieser Publikation stattgefunden hat, dann bestand diese aus der Eliminierung von Bindestrichen in Überschriften, die aufgrund fehlerhafter Silbentrennung entstanden sind, der Vereinheitlichung von Namen der Autor*innen in das Schema "Nachname, Vorname" und/oder der Trennung von Überschrift und Unterüberschrift durch die Setzung eines Punktes, sofern notwendig., {"references":["https://doi.org/10.5281/zenodo.3684897","https://github.com/DHd-Verband/DHd-Abstracts-2018"]}

An aspect of vocabulary research that tends to be somewhat neglected is that based on qualitative investigation. While a number of studies have considered the differences in vocabulary size between first-language (L1) and additional language (AL) speakers of English, there has been relatively little in-depth investigation into the nature of the vocabulary differences between these groups. The aim of this paper is to shed light on some of the vocabulary features of both L1 and AL student writing in relation to published writing as a benchmark. This study is based on the results of a qualitative investigation conducted using a corpus-driven approach which focused on differences in the use of academic vocabulary by both L1 and AL groups across first-, second- and third-year psychology students. The method used to identify vocabulary differences was keyness analysis, in which vocabulary items are compared on the basis of significantly different frequencies. One of the patterns that emerged serves to support the assumption that L1 students have a better grasp of academic vocabulary than AL students, as there are a greater number of grammatical, semantic and collocational idiosyncrasies in AL writing. The analysis also confirms that high achievers tend to use a broader range of academic words than low achievers. Given the evidence that a good knowledge of academic vocabulary in particular is essential for success at the level of tertiary education, the results of this study contribute to the question of what the specific vocabulary needs of undergraduate students are within the university context.Keywords: academic vocabulary, first- and additional-language speakers, student writing, corpus analysis, qualitative study, keyness