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.
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Thesis (D.Ed.)--University of Oregon, 2005.Typescript. 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.
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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.
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Damazio, 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/.
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Esta dissertação apresenta três instrumentos para avaliação precoce do desenvolvimento do vocabulário receptivo e expressivo em crianças ouvintes, já desde 18 meses a 6 anos de idade. O objetivo é ajudar a reduzir a carência de instrumentos brasileiros devidamente normatizados e validados para avaliação precoce de vocabulário receptivo auditivo e expressivo. Até o presente, para avaliar vocabulário expressivo no Brasil pode-se usar a Lave (Lista de Avaliação de Vocabulário Expressivo) uma checklist originalmente publicada por Rescorla (1989) e adaptada, validada e normatizada por Capovilla e Capovilla (1997) para crianças de 2 a 6 anos de idade. Para avaliar vocabulário receptivo no Brasil pode-se usar o TVIP (Teste de Vocabulário por Imagens Peabody), originalmente publicado por Dunn, Padilla, Lugo e Dunn (1986a, 1986b) e adaptado, validado e normatizado por Capovilla e Capovilla (1997) para crianças de 2 a 6 anos de idade, bem como por Capovilla, Nunes, Araújo, Nogueira, e Bernat (1997) e Capovilla, Capovilla, Nunes, Nunes, Araújo, Nogueira, Bernat, e Capovilla (1997) e Capovilla, Nunes, Nogueira, Nunes, Araújo, Bernat, e Capovilla (1997) para crianças de 6 a 14 anos de idade. Pode-se usar também o TVfusp (Teste de Vocabulário por Figuras Usp), originalmente publicado por Capovilla e Prudencio (2006) e adaptado, validado e normatizado por Capovilla e Thomazette (2009e) para crianças do 2º ao 5º ano do Ensino Fundamental. Pode-se finalmente usar a versão original das Formas A e B do Teste de Vocabulário Auditivo Usp com 107 itens (TVAud-A107o e TVAud-B107o), validadas e normatizadas por Capovilla, Negrão e Damazio (em preparação) para crianças de 3 a 6 anos de idade. Embora a Lave, o TVIP, e as duas formas originais do Teste de Vocabulário Auditivo Usp (TVAud-A107o e TVAud-B107o) sejam normatizados e validados, eles só avaliam crianças a partir dos 2 anos de idade (a Lave), dos 2 anos e 6 meses de idade (o TVIP), ou dos 3 anos de idade (TVAud-A107o e TVAud-B107o). O presente estudo apresenta, valida e normatiza três testes: um teste de vocabulário expressivo (a versão original do Teste de Vocabulário Expressivo USP: TVExp-100o) e duas formas abreviadas, com apenas 33 itens, do Teste de Vocabulário Auditivo USP: a Forma A: (TVAud-A33o) e a Forma B (TVAud-B33o) para avaliação precoce do vocabulário já a partir de 1 ano e 6 meses de idade. Esta dissertação descreve um estudo que normatiza e valida três testes de vocabulário desenvolvidos por Capovilla e equipe, sendo dois de vocabulário auditivo (TVAud-A33o e TVAud-B33o) e um de vocabulário expressivo oral (TVExp-100o), gerados a partir de bancos de figuras do Laboratório de Neuropsicolinguística Cognitiva Experimental (Capovilla, Negrão, Damazio, Roberto, Sousa-Sousa, & Sousa, no prelo; Capovilla, Negrão, Damazio, & Sousa-Sousa, 2008). O estudo descreve os três testes, bem como o estudo de normatização e validação conduzido com 906 crianças ouvintes de 18 meses a 6 anos de idade, de 12 escolas paulistas. Das 906 crianças, 437 estudavam em três escolas públicas municipais de Ribeirão Pires; e 469 estudavam em nove escolas privadas dos municípios de Ribeirão Pires, Santo André, e São Bernardo do Campo. Das 906 crianças (442 meninas e 464 meninos), 61 eram do 1º ano (idade média de 1 ano e 9 meses), 119 do 2º ano (2 anos e 6 meses), 143 do 3º ano (3 anos e 6 meses), 131 do 4º ano (4 anos e 6 meses), 237 do 5º ano (5 anos e 6 meses), e 215 do 6º ano (6 anos e 5 meses). O estudo forneceu a validação desenvolvimental e os parâmetros de desenvolvimento normativo do TVExp-100o para crianças de 1 a 5 anos de idade. Forneceu, também, a validação de critério, por comparação com medidas de vocabulário receptivo (TVAud-A33o e TVAud-B33o) em crianças dessa mesma faixa de 1 a 5 anos de idade. O estudo forneceu a validação desenvolvimental e os parâmetros de desenvolvimento normativo do TVAud-A33o e TVAud-B33o para crianças de 1 a 6 anos de idade, e a validação cruzada com o TVExp-100o em crianças de 1 a 5 anosWith 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
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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.
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This essay examines Swedish nursery children’s oral vocabulary knowledge in English. The aim is to investigate what they know and find the source to their knowledge. This essay will focus on the receptive and productive knowledge the children know based on the categories tested, how much children learn in their Zone of Proximal Development, how much they learn from context and how much does media and electronic devices influence their learning. The data of this essay were collected from interviews of 25 children and from questionnaires answered by their parents. The results of the study indicate that the children have more receptive knowledge of the English words tested. It also suggests that the productive knowledge they have is connected with the words that sound similar in Swedish and that children learn English from their surroundings such as siblings and parents, and from games on iPads and video clips from YouTube.
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Zaytseva, 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.
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The present study investigates the impact of two different consecutive learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on second language (L2) vocabulary acquisition in oral and written production. Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of an oral interview and a written composition. These samples were analyzed in terms of quantitative lexical proficiency measures in the domains of fluency, density, diversity, sophistication and accuracy, and through qualitative native-like selections. Baseline data from 29 native speakers of English, elicited through the same tasks, were also used for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical fluency and diversity. FI, in contrast, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. Furthermore, initial level of vocabulary knowledge is found to be a significant predictor of gains.Aquest 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.
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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.
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Sundqvist, 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.
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The present study examines possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary (VOC). The study is based on data collected from Swedish learners of ESL in grade 9 (aged 15-16; N=80; 36 boys, 44 girls) over a period of one year. EE was defined as linguistic activities that learners engage in outside the classroom in their spare time. EE was measured with the help of a questionnaire and two language diaries, each covering one week. In the diaries, the learners recorded how much time they had spent on seven given EE activities (reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music). There was also an open category. Speech data were collected with the help of five interactional speaking tests; learners were in random dyads on each occasion. Each student performance was assessed by three raters with the help of a profile scheme, resulting in an overall grade. Based on these grades from the tests, a mean grade for OP (the OP grade) was calculated for each student. OP was defined as the learner’s ability to speak and use the target language in actual communication with an interlocutor. Learners’ VOC was measured with an index variable based on the scores on two written vocabulary tests. For a selection of ten learners, additional analyses were made of oral fluency and the use of advanced vocabulary in speech. A mixed methods research design was used, but the lion’s share of data was analyzed using inferential statistics. Results showed that the total amount of time spent on EE correlated positively and significantly (p < .01) both with learners’ level of OP and size of VOC, but that the correlation between EE and VOC was stronger and more straightforward than the one between EE and OP. The conclusion drawn was that although EE impacts both OP and VOC, the causal relationship is more salient in the case of VOC. Results also showed that some activities were more important than others for OP and VOC respectively; i.e., the type of EE activity mattered. EE activities that required learners to be more productive and rely on their language skills (video games, the Internet, reading) had a greater impact on OP and VOC than activities where learners could remain fairly passive (music, TV, films). An important gender difference was identified. Boys spent significantly more time on productive EE activities than girls; therefore, EE had a greater impact on OP and VOC for boys than for girls. Four background variables were also studied. The conclusion was that EE is an independent variable and a possible path to progress in English for any learner, regardless of his or her socioeconomic background.
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Megert, 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.
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xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.In 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
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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/.
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The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.
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Onguene, 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.
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Notre thèse s’inscrit dans le domaine de l’acquisition du Français Langue de Scolarisation (FLS) et Langue Seconde (L2) en plurilinguisme. Elle s’intéresse aux usages du lexique des verbes chez les collégiens francophones, pour lesquels nous esquissons des solutions à l’enseignement-apprentissage de ce lexique. L’objectif est de comprendre quels sont les verbes mobilisés par les collégiens de L2 pour exprimer des procès à l’oral. Nous nous appuyons sur un corpus oral collecté auprès des pré-adolescents et adolescents scolarisés dans la ville Camerounaise de Yaoundé. Les données empiriques ont été réunies, traitées, transcrites et codées conformément au protocole de traitement CHILDES (Child Language Data Exchange Système). Ainsi, la commande FREQ de CLAN a mécaniquement fourni des inventaires complets de verbes avec leur fréquence respective que nous avons classé par familles sémantiques après lemmatisation. Cette procédure nous permet de dégager le potentiel communicatif le plus fondamental des jeunes que devront corriger, accroitre ou organiser les cours de vocabulaire. Nos analyses sont basées sur l’étape de la formulation, sur le niveau conceptuel et discursif. Nous interrogeons les facteurs qui influencent l’acquisition du lexique verbalWe 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
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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.
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Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks.
Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group.
Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
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Tam, 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.
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Frumuselu, 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.
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Un estudi quasi-experimental inicial va buscar explorar si els materials audiovisuals subtitulats amb la L1 o amb la L2 són més rendibles per a l'aprenentatge del llenguatge informal i col•loquial de l'anglès com llengua estrangera. Per a dur a terme l’experiment, 49 participants van ser dividits aleatòriament en dos grups; un dels quals va rebre el material subtitulat en anglès i l’altre en espanyol. El nivel de comprensió auditiva i coneixement de vocabulari informal van ser avaluades abans i després de veure episodis subtitulats (en L1 i L2) de la sèrie Friends durant 7 setmanes. Un segon estudi va mesurar la retenció a curt termini de vocabulari col•loquial, després d'haver vist els episodis subtitulat al llarg de 7 setmanes (13 episodis en total). Les anàlisis revelen que a curt termini no hi ha prevalença d'una condició de subtítols sobre l'altra. El tercer estudi explora la retenció del llenguatge col•loquial i informal dels estudiants després d'haver estat exposats 14 setmanes a episodis subtítols de Friends. Els resultats mostren la tendència de millora del grup, però també mostren una gran variació entre els resultats individuals. El quart estudi va avaluar la producció oral d'expressions col•loquials dels subjectes, així com la fluïdesa en la parla, l'espontaneïtat, la capacitat d'improvisar i de tenir una conversa natural. Això indica altes correlacions entre les puntuacions dels alumnes del tercer estudi i de les seves produccions orals en el quart estudi. Per tant, els estudiants que van obtenir una puntuació alta en la prova final són capaços d'expressar-se usant les expressions col•loquials en tasques orals .Esta 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.
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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.
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Doctor of PhilosophyCurriculum 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.
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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.
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Students with oral language impairments are at significant risk of experiencing early literacy difficulties, and both poor language skills and early literacy impairment may jeopardise a student's future academic success. Early intervention may be the most effective way of preventing literacy and subsequent academic failure. This study describes some of the challenges and benefits of a program to help rural Western Australian schools provide effective early intervention for students with oral language impairments.
Oral language factors including phonological awareness, vocabulary, and discourse level comprehension are believed to contribute to literacy development. In this study, the relationship between these skills and literacy acquisition is examined. The role of oral language competence in literacy development is considered within the framework of the simple view of reading. From within this framework, a model of early intervention has been developed by the researcher, which involves both explicit and embedded instruction in three areas considered crucial for emergent literacy; namely, phonemic awareness, print knowledge (concepts of print and letter-sound knowledge), and vocabulary.
A trial of this intervention program, Words and Letters, was undertaken in four rural Western Australian schools. Education assistants in pre-primary classes were trained to teach emergent literacy and oral language skills to small groups of students with early indicators of oral language impairment. The program involved four 30 minute sessions per week over 15 weeks. Results indicated significant improvements for the intervention group in all three areas with a corresponding reduction in risk for subsequent literacy failure. The effectiveness of the intervention is discussed in terms of outcomes for the students and for the schools. Case studies are used to explore the characteristics of students who made good progress as well as those who proved resistant to remediation and therefore remained at risk.
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Wise, 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/.
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Thesis (Ph.D.)--Georgia State University, 2005.Title 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).
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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.
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The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading comprehension has been strongly supported, in practice lower levels of skills tend to go unnoticed in typically developing children. A potentially more visible modality of language, expressive skills using speech samples, has been rarely examined despite the longitudinal links between speech and later reading development, and the connections between language and reading impairments. Even fewer reading studies have examined expressive skills using a subgroup of speech samples – narrative samples – which are closer to the kind of language practitioners can observe in their classrooms, and are also a rich source of linguistic and discourse-level data in school-aged children. This thesis presents a study examining the relationship between expressive language skills in narrative samples and reading comprehension after the first two years of formal reading instruction, with considerable attention given to methodological and developmental issues. In order to address the main methodological issues surrounding the identification of the optimal linguistic indices in terms of reliability and the existence of developmental patterns, two studies of language development in oral narratives were carried out. The first of the narrative language studies drew data from an existing corpus, while the other analysed primary data, collected specifically for this purpose. Having identified the optimal narrative indices in two different samples, the main study examined the relationships between these expressive narrative measures along with receptive standardised measures, and reading comprehension in a monolingual sample of eighty 7- and 8-year-old children attending Year 3 in the UK. Both receptive and expressive oral language skills were assessed at three different levels: vocabulary, grammar and discourse. Regression analyses indicated that, when considering expressive narrative variables on their own, expressive grammar and vocabulary, in that order, contributed to explain over a fifth of reading comprehension variance in typically developing children. When controlling for receptive language however, expressive skills were not able to account for significant unique variance in the outcome measure. Nonetheless, mediation analyses revealed that receptive vocabulary and grammar played a mediating role in the relationship between expressive skills from narratives and reading comprehension. Results and further research directions are discussed in the context of this study’s methodological considerations.
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Toledo, 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
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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.
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Parents are encouraged to read with their children from an early age because shared book reading helps children to develop their language and early literacy skills. A pragmatic Randomised Controlled Trial (RCT) research design was adopted to investigate the influence of two forms of a shared reading intervention (Dialogic Reading and Dialogic Reading with the addition of Print Referencing) on children’s language and literacy skills. Dialogic reading is a validated shared reading intervention that has been shown to improve children’s oral language skills prior to formal schooling (Whitehurst & Lonigan, 1998). Print referencing is another form of shared reading intervention that has the potential to have effects on children’s print knowledge as they begin school (Justice & Ezell, 2002). However, training parents to use print referencing strategies at home has not been researched extensively although research findings indicate its effectiveness when used by teachers in the early years of school.
Eighty parents of Preparatory year children from three Catholic schools in low income areas in the outer suburbs of a metropolitan city were trained to deliver specific shared reading strategies in an eight-week home intervention. Parents read eight books to their children across the period of the intervention. Each book was requested to be read at least three times a week. There were 42 boys and 38 girls ranging in age from 4.92 years to 6.25 years (M=5.53, SD=0.33) in the sample. The families were randomly assigned to three groups: Dialogic Reading (DR); Dialogic Reading with the addition of Print Referencing (DR + PR); and a Control group. Six measures were used to assess children’s language skills at pre and post, and follow-up (three months after the intervention). These measures assessed oral language (receptive and expressive vocabulary), phonological awareness skills (rhyme, word completion), alphabet knowledge, and concepts about print.
Results of the intervention showed that there were significant differences from pre to post between the two intervention groups and the control group on three measures: expressive vocabulary, rhyme, and concepts about print. The shared reading strategies delivered by parents of the dialogic reading, and dialogic reading with the addition of print referencing, showed promising results to develop children’s oral language skills in terms of expressive vocabulary and rhyme, as well as understanding of the concepts about print. At follow-up, when the children entered Year 1, the two intervention groups (DR and DR + PR) group had significantly maintained their knowledge of concepts about prints when compared with the control group. Overall, the findings from this intervention study did not show that dialogic reading with the addition of print referencing had stronger effects on children’s early literacy skills than dialogic reading alone.
The research also explored if pre-existing family factors impacted on the outcomes of the intervention from pre to post. The relationships between maternal education and home reading practices prior to intervention and child outcomes at post were considered. However, there were no significant effects of maternal education and home literacy activities on child outcomes at post. Additionally, there were no significant effects for the level of compliance of parents with the intervention program in terms of regular weekly reading to children during the intervention period on child outcomes at post. These non-significant findings are attributed to the lack of variability in the recruited sample. Parents participating in the intervention had high levels of education, although they were recruited from schools in low socio-economic areas; parents were already highly engaged in home literacy activities at recruitment; and the parents were highly compliant in reading regularly to their child during the intervention.
Findings of the current study did show that training in shared reading strategies enhanced children’s early language and literacy skills. Both dialogic reading and dialogic reading with the addition of print referencing improved children’s expressive vocabulary, rhyme, and concepts about print at post intervention. Further research is needed to identify how, and if, print referencing strategies used by parents at home can be effective over and above the use of dialogic reading strategies. In this research, limitations of sample size and the nature of the intervention to use print referencing strategies at home may have restricted the opportunities for this research study to find more effects on children’s emergent literacy skills or for the effectiveness of combining dialogic reading with print referencing strategies. However, these results did indicate that there was value in teaching parents to implement shared reading strategies at home in order to improve early literacy skills as children begin formal schooling.
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Jakobsson, 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.
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Studiens syfte är att synliggöra hur lärare använder det matematiska språket vid undervisandet av addition i årskurserna 1–3. För att uppfylla syftet undersöktes fem lärare vilka observerades vid två tillfällen, där observationerna följdes upp med en intervju. För att analysera lärarnas matematiska språk användes Bergvalls (2016), Hajers, Kindenbergs och Ramsfeldts (2016) samt Kiselmans och Mouwitzs (2008) kategorisering och definiering av matematikens språk. Även lärarnas intervjusvar användes för att bringa klarhet i lärarnas ord- och begreppsanvändning. Resultatet visar att det främst är synonymer till additionens formella ord som används av studiens lärare. Samtliga lärare menar att det matematiska språket ska genomsyra undervisningen. De ser sig själva som språkliga förebilder där de aktivt ska använda additionens formella ord. Det är dock inte lärarens syn på vikten av formellt matematiska språk som påverkar dennes ord- och begreppsval utan lärarens uppfattning om elevens språkliga förmåga.The 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.
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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.
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The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months. The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience. It is recognised that, although exposure to print is closely associated with word reading skills, it is not a direct measure of word reading. The language measures were oral comprehension, receptive vocabulary and receptive grammatical skills. The memory measures included measures of verbal and visuospatial short-term memory, measures of verbal and visuospatial working memory, a measure of the ability to inhibit irrelevant information from working memory and a measure of longer term verbal learning and retrieval. Correlational and hierachical multiple regression analyses were used to extrapolate the relationships between and among these variables.
The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relationship with reading comprehension than the memory variables. The strongest independent predictors of reading comprehension were orthographic processing and oral comprehension. An additive combination of these two variables provided a more parsimonious model of reading comprehension than other models under consideration. It was concluded that for the age range in this study, language and word reading skills are the main predictors of reading comprehension and that the different types of memory do not make major contributions to reading comprehension.
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Salomonsson, 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.
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Denna studie handlar om samhällsorienterade begrepp. Studiens syfte är att undersöka vilka samhällsorienterade begrepp som syns i lärares samhällsundervisning. Studien ska även undersöka vilka metoder lärare använder sig av för att elever ska förstå begrepp och hur lärare bedömer elevers begreppskunskaper. Detta har undersökts genom nio observationer och två intervjuer av två lärare i Södra Sverige. Metoderna har använts på grund av att studien har en kvalitativ ansats. I kapitlet ”Teori och tidigare forskning” berörs läsförståelse, ordförråd, ämnesspråk, samhällsorienterade begrepp, begreppsundervisning och bedömning. I resultatet framgår det att lärarna som observerades använde centrala begrepp och använde speciellt läsning, diskussioner och samtal som metoder. I resultatet framgår det även att lärarna bedömde, genom att de lyssnade på elevernas muntliga förmågor och att de gick runt och läste vad eleverna skrev.
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Dioses, 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.
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Determina si los niños de 5 años de una IEI pública de la UGEL 07 en Lima reducirían significativamente su latencia de acceso al léxico oral e incrementarían su vocabulario comprensivo oral, luego de participar en el PRACLO. El estudio tuvo un alcance explicativo y un diseño de tipo cuasiexperimental con pretest-postest y grupos intactos. Los participantes fueron 23 alumnos en el grupo experimental y 18 alumnos en el grupo control. Se concluye que el PRACLO reduce la latencia y mejora la precisión de acceso al léxico, así como el vocabulario comprensivo. En ese sentido, se aceptaron diez de las doce hipótesis (83%) planteadas, apreciándose que el tamaño del efecto de los cambios en los alumnos fluctuó de pequeño a grande.Tesis
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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.
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Chetouani, 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.
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Chetouani, 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.
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Ménez-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.
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La miltéfosine (hexadecylphosphocholine, HePC) est une nouvelle molécule disponible pour le traitement de la leishmaniose viscérale. Elle a comme particularité et avantage majeur d'être active après une administration par voie orale. La voie orale est une voie d'administration de choix: elle est non invasive, souvent de faible coût et favorise l'observance du traitement. Le passage de la miltéfosine à travers la barrière intestinale est très peu décrit dans la littérature. Ce travail de thèse a donc comme objectif d'étudier les effets de la miltéfosine sur l'épithélium intestinal et de déterminer les mécanismes mis en jeu lors de sa capture et de son transport sur un modèle in vitro composé de cellules épithéliales Caco-2 en culture. Ces données ont été exploitées pour développer une bithérapie antileishmanienne administrée par voie orale: la potentialité de la miltéfosine à améliorer la biodisponibilité orale de l'amphotéricine B, un autre agent antileishmanien, a été évaluéeMiltefosine (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
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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.
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Orientador: Suzi Marques Spatti CavalariBanca: 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
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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.
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Telfort, 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 textAbstract:
Ce mémoire fait état de la mise en place d'un dispositif d'apprentissage du vocabulaire en contexte, soutenu par les TIC au service du développement de la communication orale en langue seconde (L2) auprès d'élèves et d'enseignants haïtiens. Réalisé dans le cadre de nos études de maîtrise en Sciences de l'éducation à l'Université de Sherbrooke, ce mémoire a permis de répondre à une question souvent traitée sommairement, en ce qui concerne la situation linguistique haïtienne : la communication orale en français, langue seconde. L'animation pédagogique, inspirée de l'approche communicative et de l'approche par compétence, s'est réalisée sous forme de situations d'apprentissage et de micro activités de pratique de l'oral en six étapes. Les données, collectées auprès des participants au moyen d'entrevues semi-dirigées et de présentations orales, permettent d'avancer que le dispositif, tel qu'élaboré, est favorable au développement de la communication orale en français langue seconde des élèves haïtiens.
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Chumpitazi, 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 textAbstract:
El Proyecto de Innovación Educativa se denomina “ME DIVIERTO CREANDO E
IMAGINANDO”, surge del análisis del cuadro estadístico de la evaluación dignóstica
SIMON 2018 de los niños y niñas matriculados en la IEI 0057 en las aulas de 3 años donde
se observa que el 30.47% de ellos se encuentras en proceso en el área de comunicación y el
65.36% en inicio; además en los resultados obenidos en el primer periodo, el nivel de logro es
de 31.6%. Al realizar la elaboración del diagnóstico FODA y el árbol de problema se ha
identificado que los estudiantes de 3 años presentan lenguaje oral limitado e inestabilidad
emocional, al igual que una escasa interacción comunicativa con sus progenitores. En el aula
las docentes realizan una inadecuada aplicación de talleres con los niños, limitadas estrategias
lúdicas; impidiendo el desarrollo de capacidades relacionadas con la imaginación, y el
pensamiento creativo.
El objetivo central de este proyecto es: que las docentes promuevan el desarrollo de la
imaginación y pensamiento creativo a través del juego dramático, se han programado
capacitaciones en talleres de dramatización, planificación de talleres de estrategias para los
juegos dramáticos: títeres, juego de roles. La serie ordenada y lógica de procesos a seguir en
el presente proyecto es: primero la caracterización de la realidad educativa identificando
aspectos socio-económico, culturales del distritoSMP, de la IEI 0057 y de los estudiantes
detallando características e informar acerca del contexto educativo; el segundo paso es el
marco conceptual donde el conjunto de conceptos clarifican una temática y ayudan a ordenar
en formación para transmitir conocimientos y ordenar resultados; en tercer lugar se presenta
el Proyecto de innovación en sí y anexos.
En conclusión “Los niños y niñas son comunicativos en su contexto a través de los juegos
dramáticos los cuales promueven la improvisación y el desarrollo del pensamiento creativo e
imaginación.Trabajo académico
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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 textAbstract:
Esta tesis doctoral investiga la incidencia que tienen diferentes tipos de actividad interactiva en el aprendizaje de vocabulario de estudiantes de inglés como lengua extranjera de segundo curso de Educación Primaria. La interactividad se entiende como la respuesta que el aprendiz genera al tocar algún elemento de la pantalla. Los participantes fueron divididos en dos grupos, en los cuales trabajaron con un tipo concreto de actividad interactiva: abierta o cerrada. Las primeras permitían libertad de creación por parte del usuario, mientras que las segundas requerían cumplir un objetivo concreto. Tras el trabajo de tres unidades didácticas se analizó el aprendizaje del vocabulario productivo y receptivo a nivel oral para observar qué grupo obtuvo mejores resultados. Asimismo, se estudió la naturaleza de los encounters de vocabulario de cada tipo de actividad con el fin de comprobar su relación con el aprendizaje. Los resultados obtenidos indican que el grupo de actividades cerradas presenta un mayor aprendizaje y el grupo de actividades abiertas muestra una mayor tendencia a un aprendizaje con menos diferencias entre sus unidades y una correlación entre el aprendizaje productivo y receptivo. Además, se concluyó que el aprendizaje de los alumnos del estudio es independiente del número de veces que ven los elementos de vocabulario y de su nivel de interactividad.This 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.
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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 textAbstract:
Nous nous intéressons aux besoins langagiers de l'apprentissage des suffixes évaluatifs de l'italien actuel, en compréhension orale comme en production écrite. Le domaine est l'acquisition lexicale en italien langue étrangère. L'objet de recherche est la dérivation lexicale et surtout nominale. Nous nous positionnons sur le plan de l'apprentissage et du réemploi des noms suffixés par les évaluatifs. Nous considérons les aspects linguistiques, psycholinguistiques et didactiques pour dégager les besoins langagiers des apprenants d'italien LE et LC : l'apprentissage et l'emploi des noms suffixés par la morphologie évaluative. Nous voulons mettre en évidence les besoins d’un apprenant débutant (de niveau A1) et d'un apprenant intermédiaire/avancé (de niveau A2/B1). Le côté pédagogique pourra ainsi prendre sa place dans cette recherche : comment répondre pédagogiquement aux besoins et aux difficultés des étudiants ? Selon nos résultats, la catégorie syntaxique qui se prête le plus à l’évaluation est la nominale. À la différence du procédé diachronique (par ex. , pantaloncini " shorts " ) le procédé synchronique (omino " homme petit ") s'est avéré moins important car il peut être remplacé par des tournures syntaxiques (piccolo uomo). Les apprenants affichent leur connaissance des diminutifs -ino et -etto, employés de façon appropriée en ce qui concerne le sémantisme quantitatif (la petitesse), ce qui explique l'hypergénéralisation des formations X-ino et du suffixe -ino ; tandis que l’augmentatif - one est utilisé souvent de façon non appropriée, en confondant son sémantisme typique, la grandeur, avec son antonyme, la petitesse (par ex. , *pallone/*ballone " ballon" pour palloncino "petit ballon") ; le péjoratif —accio est employé rarement et parfois de manière non appropriée ; le recours non fréquent au cumul suffixal, à l'infixe et à l'allomorphe de la base affirment leur difficulté morphosémantique et de gestion cognitive pour des apprenants en italien LE.
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Fernández, 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 textAbstract:
El proyecto de innovación educativa se denomina “Las exposiciones orales a través
de mapas semánticos incrementan el vocabulario en el desarrollo de la expresión
oral de los niños y niñas de 5 años de la I.E.I N° 612”, Tuvo como problema: Docentes
que no aplican estrategias adecuadas para el desarrollo de la expresión oral, y como
objetivo general: Docentes que aplican estrategias de exposiciones - mapas
semánticos para el desarrollo de la expresión oral.
Ahora este proyecto se desarrolla para mejorar la expresión oral empleando
estrategias didácticas como el uso del mapa semántico; lo cual permitirá al niño y la
niña organizar, mejor sus ideas para exponerlas y compartirlas con seguridad
empleando un lenguaje sencillo y así incrementar su vocabulario. Logrando además
promover su autoestima adquiriendo con facilidad los nuevos aprendizajes. A su
vez las docentes desarrollarán sesiones de aprendizajes e intercambiaran
experiencias a través de reuniones de inter aprendizaje.Trabajo académico
35
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 textAbstract:
El proyecto de innovación educativa denominado “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 la I.E.I. 043 Juan Pablo II del distrito de San Juan de Lurigancho, 2019” surge del
problema en el desarrollo de las competencias en el área de comunicación oral, debido a
que alrededor del 70 %de dicho grupo presenta un deficiente vocabulario y falta de claridad
en la expresión de sus ideas. Información obtenida de las Actas de los resultados de la
Evaluación Integral de la citada institución de educación inicial, correspondiente al periodo
2016, 2017 y 2018, y de las calificaciones del Sistema de Información de Apoyo a la Gestión
de la Institución Educativa (SIAGIE).
El objetivo del proyecto pretende la aplicación por parte del docente de la estrategia
didáctica del cuento motor por la importancia de su dinamismo y características lúdicas, lo
cual propicia en los niños y niñas de 3 años de edad el relato espontáneo y natural de lo
vivido, el incremento del vocabulario, así como la fluidez verbal.
Así, el proyecto se divide en dos partes. En la primera parte se aborda el marco teórico
referido al desarrollo del lenguaje y la comprensión oral. Asimismo, se analiza la
importancia de la aplicación del cuento motor para el desarrollo de habilidades de la
comunicación oral. La segunda parte comprende la estructura del proyecto, basada en el
análisis del árbol de problemas y objetivos, así como el planteamiento de las acciones a
seguir por parte de los docentes para lograr superar las deficiencias en las competencias
en el área de comunicación oral de los niños y niñas de 3 años de edad del nivel de
educación inicial.Trabajo académico
36
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 textAbstract:
L’objectif principal de cette thèse est de produire un inventaire des ressources langagières que des élèves de cours élémentaire mobilisent pour parler des couleurs, des bruits et des odeurs dans un oral qui se rapproche de l’oral conversationnel et dans des situations de type scolaire. Nous retraçons d’abord les débats qui ont eu lieu à propos des sensations entre les universalistes et les tenants d’une prise en compte des situations hétérogènes, ce qui justifie notre choix de ce domaine. Puis nous dégageons les enjeux sociaux de l’opposition entre langue scolaire et français ordinaire, ce qui nous a conduit à construire deux situations d’enquête. Nous avons procédé à 10h d’enregistrements réalisés en triades en présence des référents [échantillons d’odeurs, de couleurs et de bruits]. Le cadre était relativement informel, et les tâches n’impliquaient pas que le langage soit l’objet d’une attention particulière. Nous avons complété le premier corpus en procédant à des exercices de type scolaire en face à face avec l’enquêteur. Dans les deux cas, le protocole de recueil a permis d’aboutir à des séries relativement homogènes permettant des comparaisons entre les performances des élèves. Globalement, nos analyses permettent d’apprécier l’écart entre la petite quantité de mots actualisés dans des structures syntaxiques répétitives et les ressources de la langue « seconde » de l’école ; elles montrent aussi une série de décalages intéressants avec les axes de nominations privilégiés par les adultes. Enfin, nous avons souligné l’intérêt didactique qu’il y aurait à travailler sur la phraséologie comme interface entre langue, discours et cultureThe 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
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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 textAbstract:
La recherche constitue une approche du lexique afro-americain (mots et oralite) des etats-unis continentaux. L'objectif de l'etude est de montrer que, de meme que la grammaire, la syntaxe, la phonologie du black american english, son lexique est suffisamment developpe et autonome pour faire l'objet d'une etude specifique. Un premier chapitre expose les origines et l'evolution du lexique afro-americain et de sa tradition orale, jusqu'a la fin du dix-neuvieme siecle. Cette etude est faite a travers diverses perspectives linguistiques contemporaines. Une premiere partie expose les theories linguistiques emises approximativement de 1900 a 1950, qui debouchent souvent sur des theses racistes. La seconde partie est une etude theorique et descriptive des origines -britanniques et africaines- et de l'evolution du lexique, jusqu'a la fin du dix-neuvieme siecle, vue a travers la perspective linguisque creoliste de la deuxieme moitie du vingtieme siecle. Une approche des stades pidgin et creole du black english est faite, ainsi que des dialectes ouest-africains et bantous, afin de mettre en valeur l'element africain contenu dans le black english. L'etude de la decreolisation de ce dialecte, periode charniere survenant a la fin du dix-neuvieme siecle, represente la transition entre les deux chapitres. Le second chapitre s'attache a montrer l'etat du lexique afro-americain contemporain, et de sa tradition orale (post-decreolisation), la reelle portee de la standardisation de ce systeme (plan linguistique essentiellement)This 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
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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 textAbstract:
Gentner (1982) propose que le biais nominal (tendance précoce à produire davantage des noms) est un phénomène universel et tient aux propriétés du système cognitif qui traiterait plus facilement les éléments concrets vs. Abstraits. L’universalité du biais nominal est toutefois remise en cause. D’une part, l’ampleur du biais nominal n’est pas une constante lorsqu’on compare les langues entre elles. D’autre part, des variations d’ampleur du biais nominal semblent dépendre des méthodes de recherche. A propos des variations interlangues, nous nous inscrivons dans une approche fonctionnaliste selon laquelle les propriétés structurelles et statistiques de la langue maternelle influencent le développement langagier. C’est ainsi que nous avons comparé les productions réelles d’enfants arabophones et francophones (20 à 30 mois). Comme attendu, on constate un biais nominal dans les 2 langues, biais qui s’atténue avec l’âge et qui est moins important chez les enfants arabophones. Dans un 2e temps, nous avons montré que la capacité des sujets adultes à repérer les mots d’un langage artificiel dépend de leur position dans les phrases. Concernant l’effet des méthodes de recherche sur le lexique précoce, nous avons trouvé que le biais nominal est plus important dans l’inventaire parental que dans les productions réelles et, dans ces dernières, qu’il est dépendant du contexte d’observation. Ainsi, le lexique précoce est contraint par des propriétés du système cognitif qui interceptent en priorité les éléments les plus saillants du langage. Par ailleurs, les comparaisons interlangues ne peuvent prendre sens qu’à condition de standardiser les méthodes de recherche
39
Walichowski, 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 textAbstract:
The data used in this study were secondary, kindergarten data from a longitudinal, five-year, federal experimental research project: English and Literacy Acquisition (ELLA) (R305P030032). The overall goal of ELLA was to examine the impacts of two different programs (Bilingual and Structured English
Immersion) on the performance of Spanish-speaking English language learners
(ELLs) in grades K to 3.
My first research question was to determine to what extent a curriculumbased measure could be developed and validated to measure oral proficiency
and vocabulary knowledge among ELLs who are participating in a controlled oral
language development intervention. In addressing validity the scores of the S4
were compared with the scores of the Woodcock Language Proficiency Battery
- Revised (WLPB-R) and the IOWA Test of Basic Skills (ITBS) language and
vocabulary subtests. The correlations were .283 to .445 and they were
statistically significant (p<.01). The S4 underwent several iterations. With each iteration intrarater reliability improved (Kappa .817 to 1.00 and Cramer's V .330
to 1.00). Interrater reliability also improved (Kappa .431 to 1.00 and Cramer's V
.616 to 1.00).
The second research question was to determine to what extent teachers
could use the Semantic and Syntactic Scoring System (S4) for the STELLA
vocabulary fluency measure with minimal training to accurately assess students'
vocabulary knowledge and oral proficiency. The teachers' Kappas ranged from
.786 to 1.00 and Cramer's V from .822 to 1.00. On average they were able to
score a given student measure in under 22 minutes.
The third research question was to determine to what extent the Semantic
and Syntactic Scoring System (S4) differentiates the level of knowledge
regarding expressive vocabulary and oral proficiency of kindergarten students
under two different program placements: enhanced Traditional Bilingual
Education and the enhanced Structured English Immersion Program in
comparison to the WLPB-R (language and vocabulary subtests). The S4 was
able to distinguish between the control and experimental groups (unlike the
other subtests); but was not able to distinguish program type (bilingual and
structured English immersion).
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Christ, 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 textAbstract:
Thesis (Ph.D.)--State University of New York at Buffalo, 2007.Title from PDF title page (viewed on Nov. 08, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Kibby, Michael W. Includes bibliographical references.
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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 textAbstract:
碩士國立高雄師範大學
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.
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"Incidental vocabulary acquisition in oral interaction tasks: the effects of comprehension and negotiation." 2005. http://library.cuhk.edu.hk/record=b5892515.
Full textAbstract:
Tjan Yuet Fong.Thesis (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
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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 textAbstract:
碩士國立臺中教育大學
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.
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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 textAbstract:
碩士國立臺南大學
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.
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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 textAbstract:
碩士國立臺中教育大學
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.
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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 textAbstract:
碩士大葉大學
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.
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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 textAbstract:
碩士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.
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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 textAbstract:
碩士國立中正大學
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.
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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 textAbstract:
碩士國立臺北教育大學
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.
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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 textAbstract:
碩士國立臺灣科技大學
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.