phonograph, a new device that could record and play back sound. For the first mme, people could enjoy the musical performance of a full orchestra in convenience of their own homes. A few years later, Bell Laboratories developed a new phonograph that offered be,er sound quality; voices and instruments sounded clearer and more true-‐to-‐life. These early products represent two major focuses in the development of audio technology — making listening easier and improving the sound quality of music we hear. The advances over the years have been significant in both areas, but it is important not to let the music itself get lost in all the technology.
ɹLe,ers: 3169 (4.91 per word) ɹWord class distribumon: num pct word 642 99.3798450 unknown 3 0.4651163 number 1 0.1550388 comma 35 NA fullstop 29 NA punctuamon 9 NA
Carroll’s corrected type-‐token ramo – HDD: the HD-‐D – K.ld: Yule’s K – Maas: Maas’ indices – MSTTR: Mean segmental type-‐token ramo – R.ld: Guiraud index – S.ld: Summer’s index – U.ld: Dugast’s Uber index etc.
Total number of tokens: 646 Total number of types: 309 Moving-‐Average Type-‐Token Ramo MATTR: 0.74 SD of TTRs: 0.03 Window size: 100 Note: Analysis was conducted case insensimve.
Total number of tokens: 646 Total number of types: 309 Measure of Textual Lexical Diversity MTLD: 106.03 Number of factors: 6.09 Factor size: 0.72 SD tokens/factor: 41.5 (all factors) 35.15 (complete factors only) Note: Analysis was conducted case insensimve.
placement – coleman: Coleman’s readability formulas – dale.chall: New Dale-‐Chall readability formula – danielson.bryan: Danielson-‐Bryan formula – DRP: Degrees of reading power – ELF: Fang’s easy listening formula – FOG: Gunning FOG index – harris.jacobson: Revised Harris-‐Jacobson readability formulas – linsear.write: Linsear Write index etc. etc.
the [ task ] is a crimcal concept in -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 2 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ demands reasoning demand and dual [ task ] demand influenced the occurrence and -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 3 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ accuracy scores but the dual [ task ] demand did not both types -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 4 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ did not both types of [ task ] demands reduced fluency scores but -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 5 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ verbal protocol analysis suggested that [ task ] demands inhibited learners a,enmon to ɹɹɹɹɹʢதུʣ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 101 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ learner interacmon the relamonship among [ task ] characterismcs learners internal cognimve process ݸʑͷ༻ྫΛ࣭తʹਫ਼ࠪ
F_-‐1 W_0 F_0 W_1 F_1 W_2 F_2 W_3 F_3 the 15 the 17 dual 22 task 101 condimon 17 a 5 the 10 in 7 a 7 of 14 demands 17 is 4 learners 6 that 6 and 7 complex 6 complexity 7 the 4 a,enmon 3 a 3 by 4 the 5 demand 6 by 3 be 3 as 2 effects 4 monologic 4 characterismcs 5 cognimve 3 demands 3 but 2 finger 4 tapping 4 condimons 5 dc 3 and 2 by 2 that 4 demanding 3 engagement 3 in 3 as 2 demand 2 an 3 interacmve 3 features 3 on 3 condimon 2 demands 2 in 3 that 3 and 2 were 3 fluency 2 form 2 1 2 this 3 inherent 2 along 2 learner 2 • ग़ྗ݁ՌʢҰ෦ʣ ίϩέʔγϣϯɾςʔϒϧ
R: A prac,cal introduc,on. New York: Routledge. • Jockers, M. L. (2014). Text analysis with R for students of literature. New York: Springer. • খྛ༤Ұ(2015). ʮޠኮଟ༷ੑͱϦʔμϏϦςΟΛ༻ ͍ͨςΩετੳʯʰ֎ࠃޠڭҭϝσΟΞֶձத෦ࢧ෦ ֎ࠃޠڭҭجૅݚڀ෦ձ2014 ใࠂूʱ 49-‐59. • খྛ༤Ұ(2015). ʮRʹΑΔӳจςΩετղੳʯʰ౦༸ େֶࣾձֶ෦لཁʱ 53(1), 51-‐64.
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