Academic literature on the topic 'Vocabulary load'
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Journal articles on the topic "Vocabulary load"
Ballance, Oliver James, and Averil Coxhead. "How much vocabulary is needed touse a concordance?" International Journal of Corpus Linguistics 25, no. 1 (April 16, 2020): 36–61. http://dx.doi.org/10.1075/ijcl.17116.bal.
Full textZarifi, Abdolvahed, Jayakaran Mukundan, and Elizabeth O’Dowd. "Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis." Khazar Journal of Humanities and Social Sciences 24, no. 3 (December 1, 2021): 17–27. http://dx.doi.org/10.5782/2223-2621.2021.24.3.17.
Full textJahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (April 28, 2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.
Full textKhodaparast, Seyedeh Mitra, and Mohammad Hossein Keshmirshekan. "Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners." International Journal of Linguistics, Literature and Translation 4, no. 11 (November 29, 2021): 210–18. http://dx.doi.org/10.32996/ijllt.2021.4.11.23.
Full textBenson, Stuart, and Naheen Madarbakus-Ring. "A Comparison of Textbook Vocabulary Load Analysis." Vocabulary Learning and Instruction 10, no. 2 (December 31, 2021): 9–17. http://dx.doi.org/10.7820/vli.v10.2.benson.
Full textHuang, Shuyun. "A Verification of Involvement Load Hypothesis on Chinese Adult English Learners." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 125. http://dx.doi.org/10.5539/ijel.v8n5p125.
Full textZarifi, Abdolvahed, and Zeinab Azizinezhad. "Vocabulary Learning And Retention: Cognitive Load Framework On Trial." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 265–78. http://dx.doi.org/10.30827/portalin.vi33.26660.
Full textJr., Varrick Douglas. "Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2237. http://dx.doi.org/10.17507/tpls.0612.01.
Full textEl Motabit, Abdelmalek. "Evaluating the Lexical Load of the Reading Comprehension Texts in EFL Textbooks." International Journal of Linguistics and Translation Studies 1, no. 1 (May 2, 2020): 42–53. http://dx.doi.org/10.36892/ijlts.v1i1.15.
Full textLiu, Sylvia, and Barry Lee Reynolds. "Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review." Behavioral Sciences 12, no. 10 (September 23, 2022): 354. http://dx.doi.org/10.3390/bs12100354.
Full textDissertations / Theses on the topic "Vocabulary load"
Clark, Eleanor Anne. "Tutor Assisted Vocabulary Support: Easing the Vocabulary Load for Burundian Refugees Studying for the U.S. Citizenship Test." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3821.
Full textTsubaki, Mayumi. "Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207588.
Full textEd.D.
This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging.
Temple University--Theses
Song, Wanlu. "Learning vocabulary without tears : a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8493.
Full textFlemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.
Full textJiang, Xuan. "Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1528.
Full textO'Neal, Jamie. "MULTI-MODAL READING FOR LOW LEVEL READERS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3897.
Full textPh.D.
Department of English
Arts and Humanities
Texts and Technology PhD
Stephen, Jeannet. "English loan words in the Malay print media and their implications for English vocabulary acquisition." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/14701.
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Sadaf, Shazia. "Sahibs' English : a study of the peculiarities in the use of Indian loan-vocabulary amongst the British ruling class in India." Thesis, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427820.
Full textNibelius, Folke. "Lord Bolingbroke (1678-1751) and history : a comparative study of Bolingbroke's politico-historical works and a selection of contemporary texts as to themes and vocabulary." Doctoral thesis, Stockholm : Almqvist & Wiksell international, 2003. http://catalogue.bnf.fr/ark:/12148/cb392572367.
Full textArias, Badia Blanca. "Television dialogue and subtitling: a corpus-driven study of police procedurals." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/404733.
Full textLa bibliografía especializada ha sugerido la posición del diálogo televisivo y del subtitulado como géneros intermedios en el continuo oralidad-escritura (p. ej. Díaz-Cintas 2003, Quaglio 2009; Forchini 2012). Esta tesis adopta la metodología corpus-driven (‘dirigida por el corpus’) para abordar esta cuestión desde un punto de vista descriptivo y contrastivo, a partir del análisis del Corpus of Police Procedurals (CoPP), un corpus compilado para los propósitos de esta investigación que contiene, alineados, el diálogo (EN) y el subtitulado para DVD (ES) de quince capítulos de tres series de ficción policíaca procesal contemporáneas: Dexter (Showtime, 2006), El mentalista (Warner Bros, 2008) y Castle (ABC, 2009). Una selección de rasgos sintácticos y léxicos prototípicamente atribuidos a ambos polos del continuo han sido examinados tanto cuantitativa como cualitativamente. La base estadística de los análisis cuantitativos llevados a cabo revela patrones de comportamiento (normas) en los creadores del diálogo ficcional y en sus traductores. El análisis cualitativo del léxico adapta la metodología lexicográfica de análisis de patrones de corpus (CPA) propuesta por Hanks (esp. 2004, 2013a) para el estudio de la explotación léxica (creatividad) en este tipo de textos.
Books on the topic "Vocabulary load"
Riege, Irene. Sign to the Lord a new song: A religious sign language dictionary. Milwaukee, WI: Mission for the Deaf and Hard of Hearing, Wisconsin Evangelical Lutheran Synod, 2003.
Find full textJoseph, Conrad. Lord Jim. Rearsby: Clipper Large Print, 2012.
Find full textJoseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.
Find full textJoseph, Conrad. Lord Jim. Ware: Wordsworth Classics, 1993.
Find full textJoseph, Conrad. Lord Jim. London: Penguin Group UK, 2010.
Find full textJoseph, Conrad. Lord Jim. Mineola, N.Y: Dover Publications, 1999.
Find full textJoseph, Conrad. Lord Jim. Peterborough, Ont: Broadview Press, 2001.
Find full textJoseph, Conrad. Lord Jim. [Barcelona]: Debolsillo, 2008.
Find full textJoseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.
Find full textJoseph, Conrad. Lord Jim. San Diego, CA: ICON Classics, 2005.
Find full textBook chapters on the topic "Vocabulary load"
Lee, Haemoon, and Hyunhye Choi. "Cognitive Load, Attention, and Incidental Vocabulary Learning." In The Routledge Handbook of Second Language Research in Classroom Learning, 286–301. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-20.
Full textHuang, Guoyuhui, and Khe Foon Hew. "Adding ‘Reinforcement’ to the Involvement Load Hypothesis Improves Students’ Productive Vocabulary Performance." In Lecture Notes in Computer Science, 288–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08939-8_25.
Full textTang, Chanchan, and Jeanine Treffers-Daller. "Assessing Incidental Vocabulary Learning by Chinese EFL Learners: A Test of the Involvement Load Hypothesis." In Assessing Chinese Learners of English, 121–49. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_7.
Full textCottam, Michael E., and Wilhelmina C. Savenye. "The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Incidental Vocabulary Acquisition, and Cognitive Load." In Educational Media and Technology Yearbook, 83–113. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06314-0_6.
Full textHill, Jane H. "Otomanguean loan words in Proto-Uto-Aztecan maize vocabulary?" In In Hot Pursuit of Language in Prehistory, 309–20. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.145.23hil.
Full textAbdel-Qader, Mohammad, Ansgar Scherp, and Iacopo Vagliano. "Analyzing the Evolution of Vocabulary Terms and Their Impact on the LOD Cloud." In The Semantic Web, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93417-4_1.
Full textHuang, Guoyuhui. "Uncovering the role of learning ecology in explaining students’ engagement in informal L2 learning activities in digital online environments." In Proceedings of the XXIst International CALL Research Conference, 47–54. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-7.
Full textVysotska, Zoriana. "Communicative competence formation by means of scientific and literary styles." In Modern approaches to the development of relevant competencies in the socio-cultural environment, 151–84. Primedia eLaunch LLC, 2023. http://dx.doi.org/10.36074/madrcsce-monograph.2023.7.
Full textUtas, Bo. "The Arabic Loan-Word Vocabulary." In A Persian Sufi Poem, 120–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315163901-5.
Full text"The Adaptation of Loan Words in Quebec Sign Language: Multiple Sources, Multiple Processes." In Foreign Vocabulary in Sign Languages, 159–94. Psychology Press, 2001. http://dx.doi.org/10.4324/9781410601513-12.
Full textConference papers on the topic "Vocabulary load"
Yeletskaya, Olga V., and Lyudmila A. Silaeva. "The state of emotional-evaluative vocabulary in the expression of emotions in preschool children with general speech underdevelopment." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-273-280.
Full textHuang, Guoyuhui. "Autonomy Strengthens the Predictive Power of Involvement Load Hypothesis on Students' Productive Vocabulary Performance." In 2022 International Symposium on Educational Technology (ISET). IEEE, 2022. http://dx.doi.org/10.1109/iset55194.2022.00055.
Full textMeng, Song, and Min Wang. "Effects of Word Frequency on Incidental Vocabulary Learning under Tasks with the Same Involvement Load." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.102.
Full textSilaeva, Lyudmila A. "Speech therapy work with preschoolers with ONR on the development of the emotional sphere as prerequisites for the formation of emotional-evaluative vocabulary." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-64-70.
Full textDiaconu, Dana Camelia. "THE PROPORTION OF LOAN TRANSLATION, LOAN AND TRANSLATION IN FORMING THE ROMANIAN IT / COMPUTERS VOCABULARY VS. THE GEOGRAPHICAL VOCABULARY." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.030.
Full text"Effects of Glosses and Involvement Loads on Incidental Vocabulary Acquisition." In 2017 4th International Conference on Literature, Linguistics and Arts. Francis Academic Press, 2017. http://dx.doi.org/10.25236/iclla.2017.08.
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