This paper presents LexiVault, an open-source web tool with annotated lexicons and rich retrieval capabilities primarily developed for, but not restricted to, the support of psycholinguistic research with key measures to design stimuli for low-resource languages. Psycholinguistic research relies on human responses to carefully crafted stimuli for a better understanding of the mechanisms by which we learn, store and process language. Stimuli design captures specific language properties such as frequency, morphological complexity, or stem likelihood in a part of speech, typically derived from a corpus that is representative of the average speaker’s linguistic experience. These measures are more readily available for well-resourced languages, whereas efforts for lesser-studied languages come with substantial overhead for the researcher to build corpora and calculate these measures from scratch. This stumbling block widens the gap, further skewing our modeling of the mental architecture of linguistic processing towards a small, over-represented set of the world’s languages. To lessen this burden, we designed LexiVault to be user friendly and accommodate incremental growth of new and existing low-resource language lexicons in the system through moderated community contributions while abstracting programming complexity to foster more interest from the psycholinguistics community in exploring low-resource languages.

This demo paper presents a Google Docs add-on for automatic Arabic word-level readability visualization. The add-on includes a lemmatization component that is connected to a five-level readability lexicon and Arabic WordNet-based substitution suggestions. The add-on can be used for assessing the reading difficulty of a text and identifying difficult words as part of the task of manual text simplification. We make our add-on and its code publicly available.

Advances in automatic readability assessment can impact the way people consume information in a number of domains. Arabic, being a low-resource and morphologically complex language, presents numerous challenges to the task of automatic readability assessment. In this paper, we present the largest and most in-depth computational readability study for Arabic to date. We study a large set of features with varying depths, from shallow words to syntactic trees, for both L1 and L2 readability tasks. Our best L1 readability accuracy result is 94.8% (75% error reduction from a commonly used baseline). The comparable results for L2 are 72.4% (45% error reduction). We also demonstrate the added value of leveraging L1 features for L2 readability prediction.

Much research in education has been done on the study of different language teaching methods. However, there has been little investigation using computational analysis to compare such methods in terms of readability or complexity progression. In this paper, we make use of existing readability scoring techniques and our own classifiers to analyze the textbooks used in two very different teaching methods for English as a Second Language – the grammar-based and the communicative methods. Our analysis indicates that the grammar-based curriculum shows a more coherent readability progression compared to the communicative curriculum. This finding corroborates with the expectations about the differences between these two methods and validates our approach’s value in comparing different teaching methods quantitatively.