Application of Text Analysis Instruments in Foreign Language Training

Abstract

The article studies practical options of using computer-assisted text analysis in foreign language instruction. The study aims to develop, implement, and test a model for the integration of computer-assisted text analysis tools into language training. It also analyzes the effectiveness of computer-assisted text analysis application in the training process in terms of facilitating the proficiency level and implication awareness, customizing vocabulary uptake in line with the level and intensity of the training process. The technical features, application options and computer-assisted text analysis utilities are in the focus of the study. The most effective methods of integrating relevant foreign language learning content are taken into account. Specific applications for the learning process are chosen after a brief comparison of the available utilities and an explanation of pertinent metrics. The essential concepts of instruction facilitating the acquisition of skills are identified. A strategy for integrating computer-assisted text analysis tools into academic practice was devised with account of lexical density measurement and customization of training materials to match individual competence levels. Several types of progress control tests on relevant skills were used to track students’ performance and the efficiency of the teaching process. The case study has revealed a number of weak points in integrating computer-assisted text analysis resources into the training process; a set of solutions is devised to tackle them. The use of computer-assisted text analysis in foreign language instruction promotes key educational concepts and fosters the development of both independent learning skills and language skills.