Measuring Data (2022, background): “Readability (Flesch, 1979; Halliday, 1989) (language ): Readability aims to represent how difficult a text is to a reader, and is frequently used in domains such as language didactics (To et al., 2013) and corpus linguistics (Pitler and Nenkova, 2008).”
The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “With reference to the oral-literate continuum (Tannen, 1982), more spoken-like academic speech (i.e., containing typical spoken language features) is potentially easier to process for listeners than more written-like speech (i.e., lacking such spoken language features), but this needs further…”
A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. (2005, methodology): “…of students’ texts in various stages of the teaching program, which were then analysed using systemic functional grammar (SFG) as developed by Halliday (1985b, 1994a); Halliday and Mathiessen (2004); students’ journals written after each teaching session; and two stages of interviews with…”
Developing Noun Phrase Complexity at School Age: A Text-Embedded Cross-Linguistic Analysis (2010, background): “Consequently, written language is typically better organized structurally, grammatically more complex, and richer in lexical density and variety (Halliday, 1989; Olson, 2006), even in stories produced by young school-age children (Cameron, Hunt, & Linton, 1988).”
Linguistic Features of the Language of Schooling (2001, background): “Halliday (1987, 1989), on the other hand, argues that speech and writing are both complex, but that the complexity is manifested differently in the two modes.”
Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox (2007, methodology): “…relation to open class “content words” (nouns, verbs, and adjectives), which convey the bulk of the semantic content and propositional information in a text (Halliday, 1985; Ravid, 2006; Ravid & Cahana-Amitay, 2005), along the dimensions of lexical complexity, semantic abstractness, and register.”
A corpus linguistics study of SMS text messaging (2009, background): “The argument that writing cannot be seen simply as speech written down is widely accepted among linguists (Baron 2000; Chafe 1982; Halliday 1985), yet there is a tendency, among spelling reformists and the public, to conflate spelling as little more than representations of sounds.”