Dissertations / Theses on the topic 'Oral vocabulary'
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Robinson, Marc V. "Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181126.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 76-80). Also available for download via the World Wide Web; free to University of Oregon users.
Johnston, Patricia Gwen. "Maranao vocabulary of moral failure and rectification." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textDamazio, Miriam. "Testes de vocabulário receptivo e expressivo: estudo de normatização e validação em crianças de 18 meses a 6 anos de idade." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-14102011-104138/.
Full textWith the purpose of reducing the scarcity of vocabulary assessment tests in Brazil, this dissertation presents three tests for early assessment of receptive and expressive vocabulary in hearing children from 18 months to 6 years of age. In Brazil, up to now, the assessment of expressive vocabulary is regularly made via adaptation of Rescorlas (1989) Language Development Survey checklist, the Brazilian Portuguese adaptation of which (LAVE) has been validated and standardized by Capovilla and Capovilla (1997) for children from 2 to 6 years of age. In Brazil, up to now, the assessment of receptive auditory vocabulary is regularly made via: 1) the Brazilian-Portuguese adaptation of Dunn, Padilla, Lugo and Dunns (1986a, 1986b, 1981) Peabody Picture Vocabulary Test (PPVT-P), which has been validated and standardized by Capovilla and Capovilla (1997) for children from 2 to 6 years of age and by Capovilla, Nunes, Araújo, Nogueira, and Bernat (1997), Capovilla, Capovilla, Nunes, Nunes, Araújo, Nogueira, Bernat, ande Capovilla (1997), and Capovilla, Nunes, Nogueira, Nunes, Araújo, Bernat, e Capovilla (1997) for students from 6 to 14 years of age; 2) USP Picture Vocabulary Test (UPVT92: Capovilla & Prudencio, 2006, Capovilla & Thomazete, 2009e), which has been standardized for 7-10 year old children; 3) USP Picture Vocabulary Test (UPVT107: Capovilla, Negrão, Damazio, 2011), which has been standardized for 3-6 year old children. Even though LAVE, PPVT-B, UPVT92 and UPVT107 may be used for relatively early assessment (LAVE from 2-6 years, PPVT from 2y6m to 14 years, UPVT107 from 3-6 years, and UPVT93 from 7-10 years), research and development are necessary to provide for assessment at an even earlier age. The present study presents three standardized tests that can be used for early assessment of expressive vocabulary (UEVT100: from 1y6m to 5 years of age) and receptive vocabulary (UPVT33A and UPVT33B: from 1y6m to 6 years of age). The study provides data on developmental vadidity, reliability coeficients, and standardized norms for all three tests obtained with 906 1-6 year old children from 9 public and private schools
Engström, Linnéa. "What Vocabulary do Swedish Nursery Children Master Orally in English as a Second Language? : A Study on Swedish nursery children’s oral vocabulary knowledge in English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39499.
Full textZaytseva, Victoria. "Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/387120.
Full textAquest estudi investiga l'impacte de dos contextos d'aprenentatge consecutius diferents, el de la instrucció formal al país d'origen i l'estada de 3 mesos a l'estranger, en l'adquisició de vocabulari de la segona llengua (L2) a la producció oral i escrita. Les dades s'han obtingut d'un grup de 30 estudiants bilingües català/castellà aprenents avançats d'anglès, abans i després de cada període d'aprenentatge mitjançant una entrevista oral i una redacció escrita. Aquestes mostres s'han analitzat amb mesures quatitatives de proficiència lèxica en les àrees de fluïdesa, densitat, diversitat, sofisticació i correcció, i també a través d'una anàlisi qualitativa de la idiomaticitat en la L2. Igualment, s'han recollit dades de 29 nadius d'anglès a efectes comparatius. Els resultats revelen que l'estada a l'estranger té un efecte de millora en el desenvolupament del vocabulari productiu escrit, però no tant en el vocabulari productiu oral, i afecta sobretot la fluïdesxa i diversitat lèxiques. El període d'instrucció formal, al contrari, té un efecte moderat en la millora de vocabulari productiu oral i és més notable en la sofisticació lèxica. També es troba que el nivell inicial de competència lèxica explica en gran part els guanys obtinguts.
Willett, Ann Wilkinson Silvern Steven B. "The effect of text illustrations on young children's vocabulary acquisition and construction of meaning during storybook read alouds." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WILLETT_ANN_36.pdf.
Full textSundqvist, Pia. "Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary." Doctoral thesis, Karlstads universitet, Avdelningen för språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4880.
Full textMegert, Brian R. "Establishing predictive validity for oral passage reading fluency and vocabulary curriculum-based measures (CBMs) for sixth grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10872.
Full textIn recent years, state and national policy created the need for higher accountability standards for student academic performance. This increased accountability creates an imperative to have a formative assessment system reflecting validity in inferences about the effectiveness of instruction and performance on statewide large-scale assessments. Curriculum-based measurement (CBM) satisfies both functions. However, research shows the predictive power of oral passage reading fluency (PRF) diminishes in middle and high school. Because of the decreased predictive validity of PRF in the upper grade levels, additional reading CBMs should be explored. This study compares PRF and Vocabulary CBM data for all sixth grade students in a school district using two statistical procedures: correlation and regression. The correlation coefficients were moderately high among PRF, Vocabulary CBM, and the Reading test in Oregon Assessment of Knowledge and Skills (OAKS). A regression analysis indicated that the Vocabulary CBM explained more variance than PRF in predicting reading performance on OAKS. A second multiple regression analysis introduced three non-performance indicators (Gender, Attendance, and NCLB At-Risk), along with the two CBMs (Vocabulary and PRF). The second regression results revealed that Vocabulary again was more predictive than PRF, Gender, Attendance, or NCLB At-Risk. At-Risk status was the only non-performance indicator that was significant. All the findings have been discussed within the context of understanding reading skills using CBMs and their relation to performance on a large-scale test used for accountability. The findings have been framed as part of an information system that allows schools and districts to better tailor staffing, instruction, and schedules to student needs. Suggestions for future research also have been discussed, particularly in enhancing the predictions on large-scale test outcomes using a variety of CBMs.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Paul Yovanoff, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy & Mgmt
Lopez, Joseph G. (Joseph Guzman). "The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331113/.
Full textOnguene, Mete Tony Noël. "Usages du lexique verbal chez les collégiens camerounais : d’un corpus oral d’élèves à une didactique de l’expression dans la formation des enseignants." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100106.
Full textWe are pondering over the acquisition of French as the language of education and as a second language in a multilingual situation. Our research study centers on the uses of verbs by French-speaking students. We propose some solutions for the teaching-learning of this vocabulary. The objective is to understand the verbs mainly used by secondary school pupils learning and speaking French as a second language. We have collected our corpus of analysis from pre-adolescents and adolescents in Yaoundé, Cameroon. These data were cross-checked, transcribed, processed, and coded in conformity with the processing protocol of CHILDES,( Child Language Data Exchange System). Hence the FREG command mechanically provided us with an exhaustive list of the verbs and the frequency at which they are used. These verbs were grouped according to their semantic contents after LEMMATIZATION (using the headword technique). This method enabled us to dig out the most fundamental communicative potential of the youngsters who will have to improve on, increase or organize vocabulary classes. Our analyses are concerned with the formulation phases, the conceptual and discursive levels. We are questioning the factors which influence the acquisition of verbal terms
Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.
Full textTam, Kai Yung Brian. "Effects of vocabulary instruction, error correction, and fluency- building on oral reading rate and reading comprehension by students with limited english proficiency /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433696.
Full textFrumuselu, Anca Daniela. "Subtitled television series inside the efl classroom: long-term effects upon colloquial language learning and oral production." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/378642.
Full textEsta investigación analiza si el uso de materiales audiovisuales subtitulados con la lengua materna (L1) o la lengua extranjera (L2) mejora el aprendizaje de lenguaje informal y coloquial y fomenta la destreza oral. En un estudio cuasi-experimental inicial buscó explorar si los materiales audiovisuales subtitulados con la L1 o con la L2 son más eficientes para el aprendizaje del lenguaje informal y coloquial del inglés como lengua extranjera. Para ello, 49 participantes fueron divididos aleatoriamente en dos grupos: en uno se les administró el material subtitulado en inglés y al otro en español. El nivel de comprensión auditiva y conocimiento previo de vocabulario informal fue analizado antes y después de ver episodios subtitulados en las dos lenguas de la serie Friends durante 7 semanas. En un segundo estudio midió la retención a corto plazo de vocabulario coloquial después de haber visto los episodio subtitulados a lo largo de 7 semanas (13 episodios en total). Los análisis revelan que a corto plazo no hay prevalencia de una condición de subtítulos sobre la otra. El tercer estudio explora la retención del lenguaje coloquial e informal de los estudiantes después de exponerlos durante 14 semanas a episodios subtítulos en lengua Inglesa (L2) de Friends. Los resultados muestran la tendencia a mejorar del grupo en general, pero también muestran una gran variación entre los resultados individuales. El cuarto estudio evaluó la producción oral de expresiones coloquiales, así como su fluidez en el habla, la espontaneidad, la capacidad de improvisación y de tener una conversación natural. Los resultados nos revelan una alta correlación entre las puntuaciones de los alumnos del tercer estudio y de sus producciones orales en el cuarto estudio. Esto indica, por lo tanto, que los estudiantes que obtuvieron una puntuación alta en la prueba final son capaces de expresarse usando las expresiones coloquiales aprendidas.
This research investigates the extent to which the use of subtitled and captioned audiovisual materials enhance informal and colloquial language learning and foster oral production. An initial quasi-experimental study sought to explore whether the L1/standard subtitled or L2/captioned audiovisuals are more profitable for EFL informal and colloquial language learning and recall. 49 participants were randomly divided into two subtitle groups: English sound + Spanish subtitles and English sound + English subtitles. Participants' lexical comprehension and recall were tested before and after they were exposed to subtitled episodes from the TV series Friends over a long-term period of 7 weeks. The data analyses reveal that the English subtitles benefit the acquisition of colloquial lexical items more than Spanish subtitles. A second study measured learners' short-term retention of colloquial and idiomatic vocabulary after they watched each subtitled/captioned episode from the sitcom Friends along the 7-week period (13 episodes in total). The results show that students' scores tended to increase in both subtitle groups, however there is no prevalence of one subtitle condition over the other. Study 3 explores students' retention of colloquial and informal language after a 14-week exposure time to captioned episodes from Friends. The analyses reveal the group tendency of increasing significantly their scores after being exposed to captioned television series, but also a big variance among learners' individual scores, as low- and high-level students responded differently to the treatment. Study 4 evaluated participants' oral production of informal and colloquial expressions in role-play activities and their speech fluency, spontaneity, ability to improvise well and sound naturally. High correlations are found between learners' scores from Study 3 and their oral productions from Study 4, hence students who scored high in their post- test will be able to express themselves using the colloquial expressions and informal lexical items in the oral task.
Jack, Ashlie R. "Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/9795.
Full textCurriculum and Instruction Programs
Lotta C. Larson
The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students’ written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection.
Moore, Wendy M. "Preventing early literacy failure: A case study of embedded-explicit instruction in vocabulary, print knowledge and phonemic awareness for pre-primary students with oral language impairments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/239.
Full textWise, Justin Coy. "The Growth of Phonological Awareness: Response to Reading Intervention by Children with Reading Disabilities who Exhibit Typical or Below-Average Language Skills." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04182005-104522/.
Full textTitle from title screen. Rose Sevcik, committee chair; Robin Morris, Mary Ann Romski, Byron Robinson, committee members. 194 p. [numbered xii, 180] ; ill. (some col.) Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 168-180).
Silva-Maceda, Gabriela. "Are better communicators better readers? : an exploration of the connections between narrative language and reading comprehension." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/311437.
Full textToledo, Luciana Dias Leal [UNESP]. "Um estudo sobre o uso de vocabulário rico por aprendizes de inglês na sessão oral do teletandem institucional integrado." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151765.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O projeto Teletandem Brasil (TELLES, 2006) é um projeto pedagógico e de pesquisa, que se apresenta como uma opção de prática telecolaborativa (O‟DOWD, 2013), e tem como um de seus objetivos proporcionar a aprendizagem de línguas estrangeiras e a aproximação de pessoas que estão distantes geograficamente dentro das instituições de ensino usando, principalmente, ferramentas de videoconferência. O projeto Teletandem tem hoje diferentes modalidades, conforme as oportunidades e necessidades das universidades envolvidas. Nesse contexto, investigamos o uso de vocabulário rico (MALVERN; RICHARDS, 2012) na produção oral de dois aprendizes brasileiros de inglês como língua estrangeira que participaram das sessões de teletandem (TTD) na modalidade institucional integrada (ARANHA; CAVALARI, 2014) em parceria com aprendizes norte-americanos de português. Nosso objetivo é caracterizar as sessões orais de teletandem (SOT) em relação ao uso de vocabulário rico (VR), e descobrir quais características do cenário de aprendizagem (FOUCHER, 2010) mostram-se mais relevantes ao uso de VR nas SOTs. Nosso estudo se caracteriza como uma pesquisa de métodos mistos (DÖRNYEI, 2007), e nosso principal instrumento de coleta de dados é um programa de computador usado para registrar as interações em áudio e vídeo, o Evaer®. Para proceder à análise quantitativa dos dados, transcrevemos as sete SOTs de dois interagentes e submetemos os textos ao programa computacional RANGE, que traça o LFP, ou perfil lexical (LAUFER; NATION, 1995) dos interagentes. O perfil lexical é uma medida de qualidade da linguagem que mostra o percentual de utilização de VR, bem como percentual utilizado de vocabulário básico e intermediário. Os resultados nos apontaram as SOTs que se destacaram quanto à utilização de VR, bem como as ocorrências específicas. Esses dados foram usados na análise qualitativa, em que identificamos as características do cenário de aprendizagem (CA) que se mostraram mais relevantes à produção oral de VR. Para a análise qualitativa, examinamos cada ocorrência de VR e identificamos o tipo de discurso do CA que era predominante no momento de sua ocorrência. Nossos resultados mostraram que as características do CA que foram mais relevantes ao uso de VR foram aquelas relacionadas ao tipo de discurso predominante na SOT, mais especificamente quando havia direcionamento através da tarefa em língua estrangeira.
Teletandem Brasil (TELLES, 2006) is a pedagogical and research project that is an option in telecollaborative practice (O'Dowd, 2013). One of its objectives is to provide foreign language learning, and the approximation of people who are geographically distant within the educational institutions, using mainly videoconferencing tools. The Teletandem project has different modalities, according to the opportunities and needs of the universities involved. In this context, we investigated the use of rich vocabulary (MALVERN; RICHARDS, 2012) in the oral production of two Brazilian learners of English as a foreign language who participated in the teletandem (TTD) sessions in the integrated institutional modality (ARANHA; CAVALARI, 2014). The Brazilians were working in partnership with North American learners of Portuguese. Our goal with this study is to characterize oral teletandem sessions (OTS) regarding the use of rich vocabulary (RV), and to discover which characteristics of the learning scenario (FOUCHER, 2010) are more relevant to the use of RV in the OTS. Our study is characterized as a mixed methods research (DÖRNYEI, 2007), and our main data collection tool is a computer program used to record the audio and video interactions: Evaer®. In order to quantitatively analyze data, we transcribed the seven OTS of the two students and submitted the texts to the computer program RANGE, which shows the lexical frequency profile (LFP) (LAUFER; NATION, 1995) of the students. The LFP is a measure of language quality that shows the percentage of RV use as well as the percentage of basic and intermediate vocabulary used. The results showed us the OTS that stood out regarding the use of RV, as well as the specific occurrences. These data were used in the qualitative analysis, in which we identified the characteristics of the learning scenario (LS) that were most relevant to oral RV production. For the qualitative analysis, we examined each occurrence of RV and identified the type of discourse of the LS that was predominant at the time of its occurrence. Our results showed that the characteristics of the LS that were most relevant to the use of RV were those related to the type of discourse that was predominant in the OTS, more specifically when the students were carrying out a task in the foreign language.
CAPES: 33004153069P-5
Sim, Soh Hong. "Supporting children's language and literacy skills : the effectiveness of shared book reading intervention strategies with parents." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60975/1/Soh_Hong_Sim_Thesis.pdf.
Full textJakobsson, Amanda. "På tal om tal : En studie om grundskolelärarens användning av det matematiska språket i additionsundervisningen." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73099.
Full textThe aim of this study is to shine a light on how teachers use the mathematical language when teaching addition in grades 1–3. Five teachers were examined to achieve the purpose of the study. The teachers were observed on two occasions which were followed up with an interview. To analyze the teachers' mathematical languages Bergvall’s (2016), Hajer’s, Kindenberg's and Ramsfeldt’s (2016) and Kiselman’s and Mouwitz's (2008) categorizations and definitions of mathematical language were used. The teachers' interview responses were also used to bring clarity to the results from the observations. The result of the study shows that it is primarily synonyms to the formal words of addition that are used by the teachers in the study. All teachers see themselves as linguistic models, where they actively should use the formal words of addition. However, it is not the teacher's view of the importance of formal mathematical language that affects the choice of words and concepts, it’s the teacher's perception of the pupil's linguistic ability.
Goff, Deborah, and debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample." La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.
Full textSalomonsson, Desirée. "Samhällsorienterade begrepp : En empirisk studie utifrån ett lärarperspektiv." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96208.
Full textDioses, Chocano Alejandro Segundo. "Efectos del “PRACLO” en la latencia, precisión de acceso al léxico oral y vocabulario comprensivo oral de niños del aula de 5 años en una IEI pública – UGEL 07 - Lima." Doctoral thesis, Universidad Nacional Mayor de San Marcos, 2015. https://hdl.handle.net/20.500.12672/10330.
Full textTesis
Leuba, Charlotte Bouric Jean-Marc. "Dessin et langage une étude de l'intérêt du dessin dans la rééducation du langage oral d'enfants sourds ou dysphasiques /." [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=18131.
Full textChetouani, Lamria. "Vocabulaire général d'enseignement scientifique recherche sur le vocabulaire de la communication scientifique orale en français dans les classes de lycées en Algérie /." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37612688z.
Full textChetouani, Lamria. "Vocabulaire général d'enseignement scientifique (VGES) : recherche sur le vocabulaire de la communication scientifique orale en français dans les classes de lycée en Algérie." Paris 13, 1988. http://www.theses.fr/1988PA131011.
Full textMénez-Berlioz, Cécile. "Intéractions de la miltefosine avec la barrière intestinale : étude des mécanismes de capture et de transport sur un modèle in vitro de cellules CACO-2 : application à la conception d'une bithérapie antileishmanienne." Paris 11, 2006. http://www.theses.fr/2006PA114834.
Full textMiltefosine (hexadecylphosphocholine, HePC) has recently been developed for the treatment of visceral leishmaniasis. It has the particular advantage of being active after oral administration. The oral route is preferable because it is non invasive, is often less expensive and favours compliance with treatment. There is not much information in the literature about the passage of miltefosine across the intestinal barrier. Therefore, the aims of this thesis were to study the effects of miltefosine on the intestinal epithelium and to determine the mechanisms involved in its uptake and transport, using a model of Caco-2 cells in culture. The results were applied to the development of antileishmanial bitherapy by the oral route: the ability of miltefosine to improve the oral bioavailability of another antileishmanial agent, amphotericin B, was evaluated
Toledo, Luciana Dias Leal. "Um estudo sobre o uso de vocabulário rico por aprendizes de inglês na sessão oral do teletandem institucional integrado /." São José do Rio Preto, 2017. http://hdl.handle.net/11449/151765.
Full textBanca: Solange Aranha
Banca: Ana Cristina Biondo Salomão
Resumo: O projeto Teletandem Brasil (TELLES, 2006) é um projeto pedagógico e de pesquisa, que se apresenta como uma opção de prática telecolaborativa (O‟DOWD, 2013), e tem como um de seus objetivos proporcionar a aprendizagem de línguas estrangeiras e a aproximação de pessoas que estão distantes geograficamente dentro das instituições de ensino usando, principalmente, ferramentas de videoconferência. O projeto Teletandem tem hoje diferentes modalidades, conforme as oportunidades e necessidades das universidades envolvidas. Nesse contexto, investigamos o uso de vocabulário rico (MALVERN; RICHARDS, 2012) na produção oral de dois aprendizes brasileiros de inglês como língua estrangeira que participaram das sessões de teletandem (TTD) na modalidade institucional integrada (ARANHA; CAVALARI, 2014) em parceria com aprendizes norte-americanos de português. Nosso objetivo é caracterizar as sessões orais de teletandem (SOT) em relação ao uso de vocabulário rico (VR), e descobrir quais características do cenário de aprendizagem (FOUCHER, 2010) mostram-se mais relevantes ao uso de VR nas SOTs. Nosso estudo se caracteriza como uma pesquisa de métodos mistos (DÖRNYEI, 2007), e nosso principal instrumento de coleta de dados é um programa de computador usado para registrar as interações em áudio e vídeo, o Evaer®. Para proceder à análise quantitativa dos dados, transcrevemos as sete SOTs de dois interagentes e submetemos os textos ao programa computacional RANGE, que traça o LFP, ou perfil lexical...
Abstract: Teletandem Brasil (TELLES, 2006) is a pedagogical and research project that is an option in telecollaborative practice (O'Dowd, 2013). One of its objectives is to provide foreign language learning, and the approximation of people who are geographically distant within the educational institutions, using mainly videoconferencing tools. The Teletandem project has different modalities, according to the opportunities and needs of the universities involved. In this context, we investigated the use of rich vocabulary (MALVERN; RICHARDS, 2012) in the oral production of two Brazilian learners of English as a foreign language who participated in the teletandem (TTD) sessions in the integrated institutional modality (ARANHA; CAVALARI, 2014). The Brazilians were working in partnership with North American learners of Portuguese. Our goal with this study is to characterize oral teletandem sessions (OTS) regarding the use of rich vocabulary (RV), and to discover which characteristics of the learning scenario (FOUCHER, 2010) are more relevant to the use of RV in the OTS. Our study is characterized as a mixed methods research (DÖRNYEI, 2007), and our main data collection tool is a computer program used to record the audio and video interactions: Evaer®. In order to quantitatively analyze data, we transcribed the seven OTS of the two students and submitted the texts to the computer program RANGE, which shows the lexical frequency profile (LFP) (LAUFER; NATION, 1995) of the students. The LFP is a measure of language quality that shows the percentage of RV use as well as the percentage of basic and intermediate vocabulary used. The results showed us the OTS that stood out regarding the use of RV, as well as the specific occurrences. These data were used in the qualitative analysis, in which we identified the characteristics of the learning scenario (LS) that were most relevant to oral RV production. For the ...
Mestre
Bénéteau, Marcel. "Aspects de la tradition orale comme marqueurs d'identité culturelle : le vocabulaire et la chanson traditionnelle des francophones du Détroit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65440.pdf.
Full textTelfort, Véronique. "L'apprentissage du vocabulaire soutenu par les TIC et son apport au développement du français langue seconde chez des élèves haïtiens." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6426.
Full textChumpitazi, Yactayo Noemi Nora. "Me divierto creando e imaginando: incrementando vocabulario en niños de tres años en la IEI 0057 SMP." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/14069.
Full textTrabajo académico
Solís, Parejo Víctor. "La incidencia de actividades interactivas abiertas y cerradas en el aprendizaje de vocabulario productivo y receptivo oral de inglés como lengua extranjera en estudiantes de primaria de 7-8 años." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/402109.
Full textThis PhD dissertation investigates the effect of different types of interactive activity on the vocabulary learning of elementary second graders in an English as a foreign language class. Interactivity is understood as the response generated by the learner in relationship to an element on a screen. Participants in this study were distributed in two groups, where they worked on a specific type of interactive activity: open or closed. The former type gave the learner freedom in his creative process; however, the latter required the learner to accomplish a specific target. Oral productive and receptive vocabulary learning was analyzed with the aim of observing what group scored better results after working through three unit lessons. In addition, the nature of vocabulary encounters in each type of activity was analyzed to find out its relationship with learning. The results revealed that the closed activities group achieved better results and the open activities group, a higher tendency toward less difference between the units and one correlation between the productive and receptive learning. Moreover, it was concluded that the learning of participants in the study was independent of the number of encounters and their level of interactivity.
Colombo, Omar. "L'apprentissage du lexique et des suffixes évaluatifs en italien LE : la production écrite et la compréhension orale à partir d'images chez des étudiants francophones." Grenoble 3, 2009. http://www.theses.fr/2009GRE39048.
Full textFernández, Condori Sonia Filomena. "Las exposiciones orales a través de mapas semánticos incrementa el vocabulario en el desarrollo de la expresión oral de los niños y niñas de 5 años de una I.E. del distrito de Puente Piedra." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/17241.
Full textTrabajo académico
Torres, Rivera Rosalía Felicitas. "Mejorando el vocabulario y la expresión oral a través de la aplicación de cuentos motores en los niños y niñas de 3 años de edad de una I.E. del distrito de San Juan de Lurigancho." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/17237.
Full textTrabajo académico
Pagnier, Thierry. "La nomination des couleurs, des bruits et des odeurs par les élèves d'une classe de CE1. Etude des ressources mobilisées en situation d'action et en situation métadiscursive." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030166.
Full textThe aim of this thesis is to identify the linguistic strategies used by the primary school pupils to talk about colors, sounds and smells through oral conversations and in “school-situations”. We adopt a context-dependent point of view, capable of handling heterogeneous situations, cultural determination and dynamic discourses. This approach emphasizes the social stakes of the opposition between ordinary French language and “school-language”. Two surveys have been taken and lead on two corpora. The first corpus consists of ten hours recordings of rather informal interactions, which do not posit language as a focus-on subject. Pupils were performing tasks based on samples of colors, smells and sounds. We added this first corpus with scholar exercises face to face the investigator. This second corpus consists of classroom tasks aiming at highlighting the difficulties that pupils may encounter in naming these sensations. We have obtained relatively homogeneous series allowing contrast the discourse performance of pupils. Globally, the study points out a gap between the small number of words used by pupils in repeated syntactic structures and the richness of lexical resources of “school-language”; it also shows a series of differences between the denominative strategies used by children and those preferred by adults. Finally, we stressed the didactic interest to study phraseology as an interface between language, discourse and culture
Méténier, Anne. "Une étude du black american english : son lexique et sa tradition orale, origines et évolution depuis le XVIIe siècle jusqu'au XXe siècle." Clermont-Ferrand 2, 1992. http://www.theses.fr/1992CLF20038.
Full textThis research is an approach to black american lexicon (words and oral tradition) of the continental united states of america. The purpose of this study is to show that, as the grammar, syntax or phonology of black english, its lexicon is elaborate enough to be the subject of a specific study. The first chapter shows the origins and the evolution of afro american lexicon and oral tradition until the end of the nineteenth century. This study is made through several contemporary linguistic perspectives. A first part sets the linguistic theories issued between 19001950 ; the second part is a theoritical and descriptive study of the origins (british and african) and the evolution of this lexicon until the end of the nineteenth century, seen through the creolist viewpoint of the second half of the twentieth century. An approach of the pidgin and creole stages of black english is made, as well as west african and bantou dialects, so as to point out the african element found in black english. The study of decreolization of black english (end of the nineteenth century) represents the transition between the two chapters. The second chapter displays a part of the contemporary black lexicon and oral tradition. It shows that decreolization has been partly successful for a large part of african linguistics remains in contemporary blanck english
Najai, Mouna. "Développement lexical précoce et biais nominal : études expérimentales et approche interlangue français / arabe." Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20026.
Full textWalichowski, Miranda Fernande. "An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.
Full textChrist, Tanya. "Oral language exposure and incidental vocabulary acquisition An exploration across kindergarten classrooms /." 2007. http://proquest.umi.com/pqdweb?did=1338917251&sid=11&Fmt=2&clientId=39334&RQT=309&VName=PQD.
Full textTitle from PDF title page (viewed on Nov. 08, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Kibby, Michael W. Includes bibliographical references.
Wang, Hung-chun, and 王宏均. "THE RELATIONSHIP BETWEEN EFL LEARNERS' DEPTH OF VOCABULARY KNOWLEDGE AND ORAL COLLOCATIONAL ERRORS." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16683921147194218475.
Full text國立高雄師範大學
英語學系
94
The aim of this study was to investigate the relationship between EFL learners’ depth of vocabulary knowledge and oral collocational errors. The connections between depth of vocabulary knowledge and the inaccuracy rates of oral lexical collocations, and the types of errors were targeted. In addition, this study examined the effects of different oral elicitation tasks and EFL learners’ language use for inner speech on the inaccuracy rates of collocations in speaking. It also performed a qualitative analysis of the lexical collocational errors and their problem sources. The subjects were 75 seniors from the English department at National Kaohsiung Normal University. All the subjects were required to take the modified in-depth vocabulary knowledge measure, three oral elicitation tasks, and a questionnaire. Based on the subjects’ performance on the in-depth vocabulary knowledge measure, the subjects were divided into three groups of different proficiency levels: (a) the high-proficiency group, (b) the intermediate-proficiency group, and (c) the low-proficiency group. Only the data collected from the high-proficiency and the low-proficiency groups were analyzed and compared in this study. On the other hand, the researcher analyzed the data collected from the oral elicitation tasks and the questionnaire. Statistical measures and qualitative analyses were employed to investigate the connections between depth of vocabulary knowledge, lexical collocational errors, oral elicitation tasks, and language use for inner speech. The major findings of this study are summarized as follows: 1. The high-proficiency learners had a lower inaccuracy rate of lexical collocations in speaking than the low-proficiency learners. However, the difference between these two groups was insignificant. 2. Of the six collocational patterns discussed in this study, the high-proficiency learners had the highest inaccuracy rate in L5 (ad. + adv.; adv. + adj.) pattern. The low-proficiency learners had the highest inaccuracy rate in L4 (noun1 of noun2). However, the statistical results displayed that the between-group differences in these six collocational patterns did not reach the significance level. 3. As for the problem sources of lexical collocations in speaking, 260 of the 263 errors found in the learner corpus were attributable to the problem sources discussed in this study. They are transliteration, coinage, approximation, overgeneralization, use of synonyms, ignorance of rule restrictions, use of de-lexicalized verbs, and verbification. No errors were derived from language switch from Chinese. The causes of 3 lexical collocations could not readily be categorized in this study. Besides, it was found that the EFL learners in this study resorted to the L2-based strategies more often than the L1-based strategies. Approximation as a strategy resulted in the most lexical collocational errors in the learner corpus. 4. As for the effect of oral elicitation tasks, the EFL learners had a higher inaccuracy rate of lexical collocations in the prepared speech than in the single-picture-cued storytelling and in the nine-picture-cued storytelling. However, the task effects on the inaccuracy rates of lexical collocations in speaking were insignificant. 5. The EFL learners’ language use for inner speech was significantly related to the inaccuracy rates of lexical collocations in speaking. The learners who mainly thought in Chinese mingled with English had a lower inaccuracy rate than those who primarily used either Chinese or English for inner speech. To sum up, it is suggested that language teachers teach different features of words in vocabulary instruction. This will enhance EFL learners’ depth of vocabulary knowledge and reduce their lexical collocational errors in speaking. The findings of this study also pointed out teachers should draw attention to learners’ metacognitive mechanisms in language teaching and learning.
"Incidental vocabulary acquisition in oral interaction tasks: the effects of comprehension and negotiation." 2005. http://library.cuhk.edu.hk/record=b5892515.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 105-117).
Abstracts in English and Chinese.
ACKNOWLEDGEMENTS
ABSTRACT
Chapter CHAPTER ONE: --- INTRODUCTION --- p.1
Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1
Chapter 1.1.1 --- The need for enlarging EFL learners' vocabulary size in Hong Kong --- p.1
Chapter 1.1.2 --- Task-based learning in English classrooms in Hong Kong --- p.2
Chapter 1.2 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.3
Chapter 1.3 --- RESEARCH OBJECTIVES --- p.4
Chapter 1.4 --- ORGANIZATION OF THESIS --- p.4
Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.6
Chapter 2.1 --- ROLE OF VOCABULARY KNOWLEDGE IN L2 ACQUISITION --- p.6
Chapter 2.2 --- ROLE OF INCIDENTAL VOCABULARY LEARNING IN L2 ACQUISIITON --- p.8
Chapter 2.3 --- INCIDENTAL VOCABULARY ACQUISITION IN L2 LEARNER-LEARNER ORAL INTERACTION TASKS --- p.9
Chapter 2.3.1 --- Incidental vocabulary acquisition in L2 oral context --- p.9
Chapter 2.3.1.1 --- Significance of oral context --- p.10
Chapter 2.3.1.2 --- Current studies on L2 incidental vocabulary acquisition in oral context --- p.11
Chapter 2.3.2 --- Learner-learner oral interaction tasks --- p.12
Chapter 2.3.2.1 --- Significance of learner-learner interaction from the perspective of acquisition --- p.12
Chapter 2.3.2.2 --- Significance of learner-learner interaction tasks from the perspective of pedagogy --- p.13
Chapter 2.4 --- FACTORS CONDUCIVE TO L2 INCIDENTAL VOCABULARY ACQUISITION --- p.14
Chapter 2.4.1 --- Noticing --- p.14
Chapter 2.4.2 --- Depth of processing --- p.15
Chapter 2.4.3 --- Role of input comprehension in L2 incidental vocabulary acquisition --- p.16
Chapter 2.4.3.1 --- Theoretical claims for the significance of input comprehension --- p.16
Chapter 2.4.3.2 --- Theoretical claims against the significance of input comprehension --- p.17
Chapter 2.4.3.3 --- Empirical evidence for the significance of input comprehension --- p.18
Chapter 2.4.3.4 --- Empirical evidence against the significance of input comprehension --- p.18
Chapter 2.4.4 --- Role of negotiation in L2 incidental vocabulary acquisition --- p.19
Chapter 2.4.4.1 --- Negotiation --- p.19
Chapter 2.4.4.2 --- Comprehending negotiated input and L2 incidental vocabulary acquisition --- p.20
Chapter 2.4.4.2.1 --- Theoretical claims for the significance of negotiated input --- p.20
Chapter 2.4.4.2.2 --- Theoretical claims against the significance of negotiated input --- p.21
Chapter 2.4.4.2.3 --- Empirical evidence for the significance of negotiated input --- p.22
Chapter 2.4.4.2.4 --- Empirical evidence against the significance of negotiated input --- p.22
Chapter 2.4.4.3 --- Producing negotiated output and L2 incidental vocabulary acquisition --- p.24
Chapter 2.4.4.3.1 --- Theoretical claims for the significance of negotiated output --- p.24
Chapter 2.4.4.3.2 --- Theoretical claims against the significance of negotiated output --- p.26
Chapter 2.4.4.3.3 --- Empirical evidence on the significance of negotiated output --- p.26
Chapter 2.5 --- LACK OF RESEARCH ON THIS AREA IN THE HONG KONG CONTEXT --- p.28
Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.28
Chapter 2.7 --- SUMMARY OF THE CHAPTER --- p.30
Chapter CHAPTER THREE: --- RESEARCH DESIGN --- p.31
Chapter 3.1 --- SELECTION OF SUBJECTS --- p.31
Chapter 3.2 --- INSTRUMENTATON --- p.32
Chapter 3.2.1 --- Test items --- p.33
Chapter 3.2.2 --- Pretest --- p.34
Chapter 3.2.3 --- Task sheets --- p.35
Chapter 3.2.4 --- Posttests --- p.36
Chapter 3.2.5 --- Questionnaire --- p.37
Chapter 3.3 --- TREATMENTS --- p.37
Chapter 3.3.1 --- Treatments on Group I and II --- p.38
Chapter 3.3.2 --- Treatment on Group III --- p.40
Chapter 3.4 --- EXPERIMENTAL PROCEDURES --- p.44
Chapter 3.5 --- METHODS OF DATA ANALYSIS --- p.44
Chapter 3.5.1 --- Relationship between comprehension and negotiation --- p.45
Chapter 3.5.2 --- Relationship between comprehension and L2 incidental vocabulary acquisition --- p.45
Chapter 3.5.3 --- Relationship between negotiation and L2 incidental vocabulary acquisition --- p.46
Chapter 3.5.4 --- Relative effects of producing negotiated output and receiving negotiated input on L2 incidental vocabulary acquisition --- p.46
Chapter 3.5.5 --- Relationship between the nature of negotiation and L2 incidental vocabulary acquisition --- p.47
Chapter 3.5.5.1 --- Length of negotiated word form --- p.47
Chapter 3.5.5.2 --- Word frequency --- p.47
Chapter 3.5.5.3 --- Number of clarification requests and confirmation checks --- p.48
Chapter 3.5.5.4 --- Length of explanation --- p.48
Chapter 3.5.6. --- Data from the questionnaire --- p.49
Chapter 3.6 --- SUMMARY OF THE CHAPTER --- p.49
Chapter CHAPTER FOUR: --- RESEARCH FINDINGS --- p.51
Chapter 4.1 --- "SUBJECTS' INPUT COMPREHENSION, IMMEDIATE WORD GAINS AND WORD RETENTION: A GENERAL PICTURE" --- p.52
Chapter 4.2 --- RELATIONSHIP BETWEEN INPUT COMPREHENSION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.56
Chapter 4.2.1 --- Correlations between Gp I's comprehension scores of test item meanings and their two posttest results --- p.56
Chapter 4.2.2 --- Correlations between Gp II's comprehension scores of test item meanings and their two posttest results --- p.56
Chapter 4.2.3 --- Correlations between Gp II's comprehension scores of directions and their two posttest results --- p.57
Chapter 4.2.4 --- Correlations between Gp III's comprehension scores of test item meanings and their two posttest results --- p.58
Chapter 4.2.5 --- Correlations between Gp III's comprehension scores of directions and their two posttest results --- p.58
Chapter 4.2.6 --- Conclusion --- p.59
Chapter 4.3 --- EFFECT OF INPUT WITH MEANING NEGOTIATION ON L2 INCIDENTAL VOCABULARY ACQUSITION --- p.60
Chapter 4.3.1 --- Comparing Gp II and Gp III's comprehension scores of test item meanings --- p.60
Chapter 4.3.2 --- Comparing Gp II and Gp III's comprehension scores of directions --- p.61
Chapter 4.3.3 --- Comparing Gp II and Gp III's 1st and 2nd posttest results --- p.61
Chapter 4.3.4 --- Conclusion --- p.62
Chapter 4.4 --- RELATIVE EFFECTIVENESS OF RECEIVING NEGOTIATED INPUT AND PRODUCING NEGOTIATED OUTPUT IN L2 INCIDENTAL VOCABULARY ACQUISTION --- p.63
Chapter 4.4.1 --- Comparing Gp I and Gp III's 1st and 2nd posttest results --- p.63
Chapter 4.4.2 --- Comparing Gp I and Gp II's 1st and 2nd posttest results --- p.64
Chapter 4.4.3 --- Conclusion --- p.65
Chapter 4.5 --- RESEARCH HYPOTHESES TESTED --- p.65
Chapter 4.5.1 --- Testing the first hypothesis --- p.65
Chapter 4.5.2 --- Testing the second hypothesis --- p.65
Chapter 4.5.3 --- Testing the third hypothesis --- p.66
Chapter 4.6 --- RELATIONSHIP BETWEEN THE PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.66
Chapter 4.6.1 --- Length of negotiated word form --- p.66
Chapter 4.6.2 --- Word frequency --- p.67
Chapter 4.6.2.1 --- Word frequency produced by Gp I and Gp II --- p.67
Chapter 4.6.2.2 --- Word frequency heard by Gp I and Gp II --- p.68
Chapter 4.6.3 --- Number of clarification requests and confirmation checks --- p.68
Chapter 4.6.4 --- Length of explanation --- p.69
Chapter 4.6.5 --- Conclusion --- p.70
Chapter 4.7 --- SUBJECTS' FAMILIARITY WITH ORAL INTERACTION TASKS AND LEARNING STYLES WHEN ENCOUNTERING NEW L2 WORDS --- p.70
Chapter 4.8 --- SUBJECTS' COMMENTS ON THE TASKS --- p.72
Chapter 4.9 --- SUMMARY OF THE CHAPTER --- p.73
Chapter CHAPTER FIVE: --- DISCUSSION OF RESEARCH FINDINGS --- p.74
Chapter 5.1 --- ROLE OF INPUT COMPREHENSION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.74
Chapter 5.1.1 --- Subjects' comprehension of test adjective meanings and incidental vocabulary acquisition --- p.75
Chapter 5.1.2 --- The different cognitive processing involved in comprehension and word acquisition --- p.76
Chapter 5.2 --- ROLE OF MEANING NEGOTIATION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.77
Chapter 5.2.1 --- Effect of negotiated input on L2 incidental vocabulary acquisition --- p.78
Chapter 5.2.1.1 --- Subjects 'meaning negotiation and comprehension --- p.78
Chapter 5.2.1.2 --- Noticing raised by meaning negotiation --- p.79
Chapter 5.2.2 --- Role of Negotiated output in L2 incidental vocabulary acquisition --- p.82
Chapter 5.2.2.1 --- Noticing raised by negotiated output --- p.82
Chapter 5.2.2.2 --- Failure to strengthen the form-meaning link --- p.83
Chapter 5.3 --- PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITON --- p.86
Chapter 5.3.1 --- Length of negotiated word form --- p.86
Chapter 5.3.2 --- Word frequency --- p.87
Chapter 5.3.2.1 --- Word frequency heard by subjects --- p.87
Chapter 5.3.2.2 --- Word frequency produced by subjects --- p.88
Chapter 5.3.3 --- Number of clarification requests and confirmation checks --- p.89
Chapter 5.3.4 --- Length of explanation --- p.89
Chapter 5.4 --- SUMMARY OF THE CHAPTER --- p.91
Chapter CHAPTER SIX: --- CONCLUSION --- p.93
Chapter 6.1 --- PEDAGOGICAL IMPLICATIONS --- p.93
Chapter 6.1.1 --- Incidental learning of L2 adjectives in oral interaction tasks --- p.95
Chapter 6.1.2 --- Implementation of oral interaction tasks in Hong Kong EFL classrooms --- p.95
Chapter 6.1.3 --- Meaning negotiation as a task demand --- p.95
Chapter 6.1.4 --- Choice of unfamiliar adjectives used in the tasks --- p.97
Chapter 6.2 --- LIMITATIONS OF THE PRESENT RESEARCH --- p.97
Chapter 6.2.1 --- Small subject size --- p.98
Chapter 6.2.2 --- Experimental setting instead of the real classroom setting --- p.99
Chapter 6.2.3 --- A single 45-minute task instead of a longitudinal program --- p.99
Chapter 6.2.4 --- Encounter of the test adjectives and their meanings between the 1st and 2nd posttests --- p.100
Chapter 6.2.5 --- Investigating receptive word knowledge only in the posttests --- p.100
Chapter 6.3 --- SUGGESTIONS FOR FURTHER RESEARCH --- p.101
Chapter 6.4 --- SUMMARY OF THE CHAPTER --- p.102
REFERENCES --- p.104
HUANG, CIAN-GUEI, and 黃千桂. "The Effects of Creative Drama with Fairy Tales on Oral Expression and Vocabulary." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95328873159464534411.
Full text國立臺中教育大學
幼兒教育學系碩士班
101
This study was to understand the effects on kindergarteners’ oral expression and vocabulary ability by using the creative drama into which fairy tales are integrated. We applied a quaxi-experimental design. Sixty mixed-age children out of a public kindergarten in Taichung city participated in this study. These children were randomly assigned to experimental and control groups. Every fairy tale was told twice first. For every fairy tale, experimental group had been exposed to five times of creative dramas activities, in the mean while; control group conducted general activities. Twenty creative drama intervention were conducted in the experimental group. “Children Oral Expression Test” and “Children Mandarin understanding and Vocabulary Expression Test” were two measurement tools in this study. Pre-tested were conducted individually before experiment, and so as post-tested. Finally, we applied independent sample t-test and single factor analysis of covariance as statistical tools to analyze data. The results showed no significant difference in pre-test between experimental and control groups. After experiment significant differences were found in “Children Oral Expression Test” and “Children Mandarin understanding and Vocabulary Expression Test”. Efficacy of story drama intervention were supported in this study. The researcher drew conclusions provided teaching suggestions for kindergarten teachers and future researchers.
Chen, Pei-ti, and 陳沛緹. "The Effects of Dialogic Reading on Vocabulary and Oral Expression of Young Children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13602446154702463349.
Full text國立臺南大學
幼兒教育學系碩士班
99
The development of language, which initiates during the preschool stage, has a great influence on all aspects of an individual’s learning and the development of social relationships and their personality. Among various parent-child interactions, parent-child reading is considered the most efficient activity to promote children’s development of language. Dialogic Reading (DR) is a parent-child reading activity proposed by an American psychologist, Grove Whithurst, in 1988. Switching the roles of parents and children in traditional reading methods, children become the story tellers while their parents play the listeners, who also provide assistance and guidance. Many overseas studies show that dialogic reading promotes young children’s development of language. This study aims to explore the effects of and the relationship between of DR on word comprehension and oral expression of young children. A pretest-posttest control group design was adopted for the experiment in this study. The subjects, including 40 six-year-old kindergarten children and their parents, were assigned randomly to the experimental group (EG) and the control group (CG), 20 in each group. One week before the experiment, both the EG and CG took the pretest, Peabody picture Vocabulary Test-Revised (PPVT) and the Children Oral Expression Ability Test (COEAT). Moreover, the researcher conducted two, one-hour, DR training sessions for the EG parents. During the 9-week study, both groups had to read a book each week. The EG practiced DR while the CG read in common ways. For the posttest, both groups took the PPVT and COEAT one week after the experiment for comparative analysis with the pretest. Three months after the experiment, another identical posttest was conducted on both groups to examine the long-term effects of practicing DR. Based on the data analyses, the major findings of the study are summarized as follows: 1.DR is beneficial for young children’s word comprehension and has a long-term effect. 2.DR is beneficial for young children’s oral expression and has a long-term effect. 3.There is a positive relation between children’s word recognition and oral expression. 4.Non-dialogical reading methods have no significant effects on promoting young children’s vocabulary comprehension and slight effects on boosting their oral expressive ability.
CHU, LI-WEN, and 朱儷文. "The Effects of Parent Reading on Vocabulary and Oral Expression of Young Children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04987648055509874905.
Full text國立臺中教育大學
語文教育學系碩博士班
104
This study attempts to investigate children’s comprehension of vocabulary and oral expression, and their relevance through parent reading. The study subjects were 3 two-to-three year-olds, with a balanced qualitative and quantitative method conducted. Before and after parent reading, Mandarin-Chinese Communicative Development Inventory (Taiwan), MCDI-T, children’s edition, was used as a means of quantitative research. Mainly, children’s vocabulary and oral expression were tested before and after, and by observing the process of parent reading, we investigated the performances of children’s comprehension of vocabulary and oral expression. Based on the analysis and discussion of the study result, the conclusions are as follows: 1. Parent reading can improve children’s comprehension of vocabulary. 2. Parent reading can improve children’s oral expression. 3. Children’s comprehension of vocabulary and oral expression are relevant.
Tsai, Ya-Lun, and 蔡亞倫. "Development of Oral Reading Fluency and Vocabulary Knowledge through Automatic Speech Analysis System." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06570808244676458535.
Full text大葉大學
應用外語研究所
99
The aim of this study is to assess the effects of an Automatic Speech Analysis System (ASAS) combined with teacher instruction on the oral reading fluency, oral reading accuracy rate, contextual vocabulary knowledge, and spelling ability of a group of EFL students. A two-way quasi-experiment was conducted for data collection. The experiment was performed in two stages. An initial pilot study was used to test the effectiveness of the ASAS. The main study, which was performed subsequently, was divided into three parts: first, a comparison of the effectiveness of ASAS alone and ASAS in combination with teacher instruction on the development of oral reading fluency, oral reading accuracy rate, knowledge of vocabulary, and spelling ability. The second part of the study tried to understand the assistance of the ASAS and teacher instruction on different language abilities by comparing learners’ progress rate of pronunciation, spelling abilities and vocabulary knowledge. The third part aimed to assess the correlation between students' correction of pronunciation and knowledge of vocabulary, and then to look at the correlation between correction of pronunciation and performance of spelling. The study focused on 22 sophomores and 5 seniors located in central Taiwan. The present study consisted of four units, each one lasting three weeks and including a pretest and posttest administered before and after practice with ASAS or practice with ASAS and teacher instruction. All pretests and posttests included elements designed to assess oral reading fluency, knowledge of vocabulary, and spelling ability. Students practiced with ASAS alone in units I and II, then with ASAS and teacher instruction in units III and IV. Students were divided into two groups on the basis of their oral reading fluency (ORF) as assessed in the unit I pretest. The two groups consisted of 12 with higher ORF and 15 students with lower ORF. All of the participants used the same training materials and methods. The findings show that explicit vocabulary instruction can improve student’s oral reading fluency, oral reading accuracy, knowledge of vocabulary, and spelling ability, with spelling ability and vocabulary knowledge benefitting particularly from this form of instruction. The results also indicate that the lower reading speed group of learners made more progress than the higher reading speed group when given teacher instruction. Then, it shows correlations between students' correction of pronunciation and knowledge of vocabulary, and the correlation between correction of pronunciation and knowledge of spelling no matter practice with ASAS or practice with ASAS and teacher instruction. Some pedagogical implications of this study are as follows: first, the way in which a computer is used to increase a student’s learning success is of great importance. Second, explicit instruction cannot be neglected when using CALL, especially for learners of lower language proficiency. Third, the need for oral instruction is still paramount when teaching English since oral skills are related to other language abilities. Fourth, choosing suitable software according to the level of the learner is crucial to the uses of computer technology for effectiveness and motivation.
Hsieh, Tung-Ying, and 謝東穎. "The Effectiveness of Motion-sensing Game-based Learning with Oral Practice in English Vocabulary." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/xn6q8n.
Full text國立高雄應用科技大學
資訊管理研究所碩士班
105
The purposes of this study were to explore the learning effectiveness of motion-sensing game-based learning with oral practice for English vocabulary learning, and whether a card puzzle strategy can effectively improve the learning effectiveness or not. A total of 54 college and graduate students were consent to take part in this study. To explore the effectiveness of the proposed method, these participants were randomly assigned to the experimental group (28 participants) and the control group (26 participants). The experimental group received a motion-sensing game-based learning with oral practice method. The control group received a motion-sensing game-based learning method only. Both groups learned half of the English vocabulary (15 words) with the traditional learning method, and they learned the rest half of vocabulary with the card puzzle method. The results showed that the learning performances of the both groups were significantly improved (the experimental group: p < .001, the control group: p < .001). However, there was no significant difference in the learning progress for the between-group comparison (p>.05). Further analysis of the learning performance with/without the card puzzle methods showed that the performance with both conditions were both significantly improved (card puzzle: p < .001; no card puzzle: p < .001). However, there was significant difference in the learning performance between the two groups with card puzzle methods (p <.001). This result demonstrated that the card puzzle method can effectively improve the effectiveness of English vocabulary learning. This study concluded that the English vocabulary learning with oral practice method should be practiced more frequently to improve learning performance. In order to achieve effective learning, the motion-sensing game-based learning with card puzzle method is a feasible method for English vocabulary learning.
Yang, Ya-ting, and 楊雅婷. "The effect of Shared Book Reading Styles and Oral Vocabulary on preschool children's narrative comprehension." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/81741199786516266938.
Full text國立中正大學
課程研究所
99
This study examined the effect of shared book reading styles and oral vocabulary on preschool children’s narrative comprehension, and to explore their development of causal structure of sensitivity. Participants (n= 76) included 36 boys and 40 girls, averaged age 5 years and 7 months, and were randomly assigned to either description or discussion group. The results indicated 1.Shared book reading styles did not affect total amount of recall and performance in answering questions. 2.Preschool children with high oral vocabulary abilities are significantly better than low oral vocabulary group in recalling stories and answering questions both for textbase and situation model representations. 3.Children were sensitive to causal structure of story and they recalled most of events with medium causal strength, least with high causal strength.
Lee, Pei-Jung, and 李佩容. "The Effects of Balanced Reading Instruction on English Vocabulary Ability and Oral Reading Fluency of Fourth Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/83061047059770671419.
Full text國立臺北教育大學
兒童英語教育學系碩士班
103
The 10-week study aimed to investigate the effects of balanced reading instruction on English vocabulary ability and oral reading fluency of fourth graders. In this quasi-experimental study, forty-seven 4th graders from two classes in Taoyuan City were served as the experimental group and the control group. The 23 students in the experimental group received balanced reading instruction once a week for 40 minutes, while the other 24 students in the control group received regular vocabulary instruction. Data were collected through English vocabulary test, English oral reading fluency test and a feedback questionnaire and further analyzed with descriptive statistics, paired sample t-test and independent t-test. The study results revealed that the experimental group performed significantly better than the control group in English vocabulary test, especially on the aspects of the correspondence between sound-and-meaning and that of form-and-meaning. Although the experimental group improved significantly in English oral reading fluency, both groups’ performance did not reach significant difference. Besides, most of students in the experimental group had positive evaluation on balanced reading instruction. Finally, based on the results of this study, some suggestions for English teaching and further studies were offered.
Hsin-Ying and 張心盈. "Developing AR English Courses for Grade 7 Students and the Effect on Students’ Engagement, Vocabulary and Oral Performance." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3g9utu.
Full text國立臺灣科技大學
數位學習與教育研究所
105
On the theoretical basis of multimedia learning and situated learning, this research develops an English course, “the name and position of school facilities,” for Grade 7 students by using design-based research. The researcher designed three English courses based on different teaching approaches, including augmented reality (AR) assisted teaching, image/ text enhanced teaching, and traditional dictation teaching. Before the class, we collected students’ pre-tests of English vocabulary and the questionnaires about individual differences, including self-efficacy, intrinsic motivation, extrinsic motivation, and self-regulation. After the course, students took the post-tests of English vocabulary, oral performance, and the questionnaire about cognitive engagement and emotional engagement. Also, we collected students’ feedback and the teacher’s reflection and then analyzed the above materials. The findings are concluded as follows: The students have positive view on the AR-assisted course. It is considered to be a novel and interesting way to learn English. However, the researcher still have to deal with some technical issues. All of the three teaching approaches show significant positive effect on students’ learning of English vocabulary, and almost all of the students’ oral performances are at a basic level. There’s no significant differences in cognitive engagement and emotional engagement of students taught by three different teaching approaches. Therefore, the technical problems of AR-assisted teaching won’t reduce students’ learning engagement. Among the variables of individual differences, “self-efficacy” shows significant explanatory ability about the learning outcome of “vocabulary” and “oral.” In addition, students in “Group AR” have better performance of “vocabulary” than students in “Group Tradition.” However, the “oral” performance of AR-assisted group is not significantly better than traditional dictation group. In the end, we provide some suggestions and direction for future work.