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Esaiasson, Joel. "Teaching vocabulary : Pupils' attitudes towards vocabulary learning." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8144.
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This paper sets out to examine pupils’ attitudes towards vocabulary learning. The results of the paper are based on a survey conducted at a lower secondary school and the participants are aged between 13 and 15. The survey indicates that the learners are in general well motivated and they agree with the importance of learning new vocabulary. However, the pupils do not seem willing to spend more time than necessary on vocabulary homework and they prefer relatively simple methods of vocabulary acquisition like watch films and listen to music rather than teacher-controlled tuition. Even if a lot of pupils did not appreciated the vocabulary teaching during class a majority still believed that they had learned a lot of new words. A reason for this can be a so called incidental learning which take place while focus is on the use of language rather than the learning itself. It is suggested that more interactive media and technology should be integrated in the vocabulary teaching in line with the pupils’ own interests.
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Tumolo, Celso Henrique Soufen. "Vocabulary instruction :." Florianópolis, SC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77011.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-16T23:58:03Z (GMT). No. of bitstreams: 1 50696.pdf: 339076 bytes, checksum: 8c7bd88f367c061f04b0c9fd11bc33c5 (MD5)
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McGarry, Theresa, and A. Blumenstock. "Vocabulary Concept Card Game: Reviewing Vocabulary With Applied Concepts." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6150.
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Book Summary: This revised volume brings together the best of the past with suggestions for the future and proves that teachers' imaginations continue to produce an interesting and varied range of ways to learn English within the broad guidelines of communicative language learning. New Ways in Teaching Adults, Revised provides classroom teachers with a range of activities for all stages of the learning process. The many activities included encourage discovery learning, provide practice, and extend students' learning beyond the classroom. Also, various activities allow students to work in pairs, small groups, individually, and with the entire class.
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Mohammadi, Mohammad. "The relationship between the vocabulary knowledge and the vocabulary use." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402538.
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Thompson, Jeremy Paul. "Learning biblical hebrew vocabulary : insights from second language vocabulary acquisition." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17819.
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Thesis (DPhil)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning.
AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.
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Niese, Hannah L. "Jump Start Vocabulary: Teaching Shape Bias to Increase Expressive Vocabulary." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489924354210921.
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Zimmerman, Kevin John. "The Role of Vocabulary Size in Assessing Second Language Vocabulary." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd518.pdf.
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Granke, Daniel. "Decoding Acting Vocabulary." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3110.
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This paper compares seemingly similar words from a variety of acting teachers, and shows how it is impossible to draw clear comparisons between words that are often used as synonyms. The paper is a reflection of the journey from believing in translation to recognizing its impossibility. In Chapter 1 we focus on one of the most common elements in actor training, Attention/focus/concentration, and analyze the shades of meaning in those words and the difficulty of talking about them in isolation. In Chapter 2 we look at the way in which semiotic analysis can explain the words resistance to equivalence. In Chapter 3 we look at one of the central terms in most collegiate actor training objective, and see how it reveals both the problems inherent in translation. In Chapter 4 we look at how this knowledge can influence the classroom in a positive way.
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Szeto, Ngan-ha Christine. "The relationship between vocabulary development and reading and vocabulary learning strategies." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38718273.
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Szeto, Ngan-ha Christine, and 司徒雁霞. "The relationship between vocabulary development and reading and vocabulary learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38718273.
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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.
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Bassani, Priscila Karine Lima. "O estudo do léxico nas aulas de Língua Portuguesa : estratégias de ensino e reflexões sobre a prática docente /." Assis, 2020. http://hdl.handle.net/11449/192614.
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Orientador: Giovanna LongoResumo: Este trabalho é composto por pesquisa bibliográfica voltada para o ensino lexical nas aulas de língua portuguesa. Através dos estudos realizados, podemos perceber que a questão lexical, apesar da sua importância, não é considerada um tema relevante nas salas de aula, tornando-se marginalizada no ensino. Há tempos, o estudo voltado para a gramática tem ficado em primeiro lugar nas aulas de língua materna, pois de acordo com os conceitos culturais impostos por nossa sociedade, só se fala bem o idioma se se conhece impecavelmente a gramática. No aprofundamento das leituras e no acompanhamento pedagógico, nota-se essa errônea ideia. Havendo uma imensa gama de variedades linguísticas e possibilidades semânticas, conhecer a gramática, nada mais é que conhecer a norma padrão instituída pela escrita, ignorando a pluralidade e mutabilidade do idioma como patrimônio cultural. Percebe-se, portanto, a necessidade urgente de mudança nas nossas práticas didáticas, introduzindo textos e dicionários, focando o estudo lexical, mas não de uma forma irrelevante e pouco significativa, mas sim de maneira a levar o discente a perceber sua língua como algo vivo, em constante modificação, tendo a habilidade de buscar no acervo lexical a melhor maneira de representar-se no mundo e poder ver-se como sujeito deste mundo
Abstract: This paper is comprised of a bibliographical study focusing on lexical teachings for the Portuguese language as a school subject. Through this research it was possible to ascertain that the lexical aspect of the Portuguese language is not considered a relevant topic in classes, despite its importance, marginalizing it in the education. For a long time now, grammar has had the utmost importance when teaching Portuguese because of cultural beliefs: in order to speak proper Portuguese you need to flawlessly know its grammar. With further reading on the subject as well as pedagogic supervision this is evidenced to be untrue. Having a broad array of linguistics variants and semantic possibilities, knowing grammar is - essentially - knowing the standard norm established by written Portuguese while ignoring the pluralism and mutability of the Portuguese language, its cultural heritage. Therefore, it can be seen that there is a necessity for changes in the teaching practices by introducing texts and dictionaries focusing on lexical studies in a relevant and significant manner so as to have the student perceive the Portuguese language as being alive and in constant change, giving them the ability to seek in its lexical collection the best way to present themselves and feel like they belong.
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.
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Andersson, Lisa. "Is the Yes/No method reliable for measuring vocabulary size?" Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3371.
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The main purpose of this paper was to construct and try out a test that could measure the size of both the receptive and productive vocabulary. This was a joint project, done by three students at the C-level in English in 1997. Before the test was constructed the students looked into previous investigations and different test methods used. The project group chose the Yes/No method as their test format. 23 students in their second year of their education at a theorectical programme in upper secondary school and 16 adult students at Komvux took the test in this paper. The results of the test taken by the students showed that it is impossible for a language teacher to construct a reliable and valid test for measuring vocabulary size using the Yes/No method.
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Borràs, Andrés Judith. "L2 reading and vocabulary development as a result of a Study Abroad experience." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671411.
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Conduïts per la creença que viure i estudiar en un país estranger ofereix les millors condicions per a l’aprenentatge d’una segona llengua (L2), estudiar a l’estranger s’ha convertit en una realitat per a molts estudiants (Kinginger, 2009). Tot i així, dins de la recerca de les estades a l’estranger existeixen diferents buits que fan que, a vegades, sigui difícil trobar conclusions definitives. Primer, no totes les àrees de la llengua han estat investigades de la mateixa manera. Per exemple, la recerca sobre el desenvolupament de la lectura i el vocabulari es manté incerta. A més, mentre que algun tipus d’estades han rebut molta atenció per part dels investigadors (p. ex. estades d’un semestre de durada, estades al país on es parla la L2), altres es mantenen poc estudiades (p. ex. estades curtes, o estades en un país on l’anglès s’utilitza com a llengua franca).
Aquesta tesi té l’objectiu d’omplir alguns d’aquests buits en un intent de contribuir al coneixement de les estades a l’estranger. Així, examina l’impacte lingüístic que tres estades a l’estranger han tingut sobre la comprensió i fluïdesa lectora, i el vocabulari receptiu i productiu de tres grups d’estudiants. Les estades incloses en l’estudi són: un grup d’adolescents que va realitzar una estada curta (3 setmanes) a Irlanda (n= 52), i dos grups d’universitaris que van estudiar a l’estranger durant un semestre en un país de parla anglesa (n= 31) o en un país on l’anglès s’utilitzava com a llengua franca (n= 20). Tots els estudiants van participar en un experiment abans i després de la seva experiència a l’estranger, durant el qual van realitzar quatre proves de llengua: lectura d’un text, l’Updated Vocabulary Levels Test, una redacció, i l’Oxford Quick Placement test. A més a més, el grup d’adolescents va ser entrevistat i el grup d’universitaris va completar un qüestionari en línia.
Els resultats de l’estudi indiquen que realitzar una estada a l’estranger pot ser beneficiós, tot i que els resultats varien depenent del tipus d’estada o de l’àrea de la llengua que s’estigui estudiant. Per exemple, la comprensió lectora o el vocabulari receptiu semblen ser més susceptibles al desenvolupament que la fluïdesa lectora o el vocabulari productiu. Dues conclusions més són que estudiar a l’estranger pot ser profitós encara que l’estada sigui curta, i que realitzar una estada en un país de parla anglesa és similar a fer-ho en un país on la llengua s’utilitza com a llengua franca.Conducidos por la convicción de que vivir y estudiar en un país extranjero ofrece las mejores condiciones para el aprendizaje de una segunda lengua (L2), estudiar en el extranjero se ha convertido en una realidad para muchos estudiantes (Kinginger, 2009). Sin embargo, dentro de la investigación sobre las estancias en el extranjero existen diferentes vacíos que hacen que, a veces, sea difícil llegar a una conclusión. Primero, no todas las áreas de la lengua han sido investigadas de la misma manera, por ejemplo, la investigación sobre el desarrollo de la lectura o el vocabulario se mantiene incierta. Además, mientras que determinados tipos de estancias han recibido mucha atención por parte de los investigadores, otras se mantienen poco estudiadas. Esta tesis tiene como objetivo rellenar algunos de estos vacíos en un intento de contribuir al conocimiento de las estancias en el extranjero. Así, examina el impacto lingüístico que tres estancias en el extranjero han tenido sobre la comprensión y la fluidez lectora, y el vocabulario receptivo y productivo de tres grupos de estudiantes. Las estancias incluidas en este estudio son: un grupo de adolescentes que realizaron una estancia en Irlanda (n= 52), y dos grupos de universitarios que estudiaron en el extranjero durante un semestre en un país de habla inglesa (n= 31) o en un país donde el inglés se utiliza como lengua franca (n= 20). Todos los estudiantes participaron en un experimento antes y después de su experiencia en el extranjero durante la cual realizaron cuatro pruebas: lectura de un texto, el Updated Vocabulary Levels Test, una redacción, y el Oxford Quick Placement test. Además, el grupo de adolescentes fue entrevistado y el grupo de universitarios completó un cuestionario en línea. Los resultados del estudio indican que realizar una estancia en el extranjero puede ser beneficioso, aunque esto varía dependiendo del tipo de estancia y del área de la lengua que se esté estudiando. Por ejemplo, la comprensión lectora o el vocabulario receptivo parecen ser más susceptibles a desarrollarse que la fluidez lectora o el vocabulario productivo. Dos conclusiones más que se pueden extraer son que estudiar en el extranjero puede ser provechoso aunque la estancia sea corta, y que realizar una estancia en un país de habla inglesa es similar a hacerlo en un país donde la lengua se utiliza como lengua franca.
Driven by the belief that living and studying in a foreign country offer the most optimal conditions for second language (L2) development, study abroad (SA) has become a reality for many students (Kinginger, 2009). However, there are still many gaps within SA research, which sometimes lead to inconclusive findings. First, not all L2 areas have been studied to the same extent, for example, research on the impact that SA has on L2 reading or L2 vocabulary remain uncertain. Moreover, while some types of SA experiences have received a fair amount of attention (e.g. semester-long stays in the target country), others remain rather under-researched (e.g. short-term stays or SA in an English as a Lingua Franca setting). The present dissertation aimed at filling some of the aforementioned gaps in an attempt to provide more knowledge to the impact that a SA has on L2 development. Accordingly, it examined the linguistic impact that three different SA experiences had over the L2 reading comprehension and fluency, and L2 receptive and productive vocabulary development of three different groups of participants. The SA experiences included in the project are: a group of teenagers who performed a short (3-week) SA in Ireland (n= 52), and two groups of undergraduate students who participated in a semester-long traditional SA in an Anglophone country (n= 31), or in a semester-long SA in a non-Anglophone country (n= 20). All the students took part in a pre-post experiment during which they were asked to complete four language tasks: a reading passage, the Updated Vocabulary Levels Test, a written task, and the Oxford Quick Placement test. Moreover, the teenage group engaged in some semi-structured interviews, and the two groups of university students completed an online questionnaire. Results indicate that performing a SA can be beneficial, although linguistic outcomes will vary depending on the SA experience and the skill under-study. For example, reading comprehension and receptive vocabulary seem to be more susceptible to gains than reading fluency or productive vocabulary, which need extensive practise and more time to develop. Two other interesting findings are that SA can be beneficial even when short and that traditional SA does not seem to differ greatly from performing a stay in an ELF country.
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Inoue, Emi. "A Piece of Vocabulary." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1307735008.
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Zou, Guangming Brosnahan Irene. "Vocabulary knowledge and vocabulary tests toward a relational model of the ESL lexicon /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603527.
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Thesis (D.A.)--Illinois State University, 1995.Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.
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AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.
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Szabo, Csaba Z. "Vocabulary testing and the influence of second language on third language vocabulary acquisition." Thesis, Open University, 2017. http://oro.open.ac.uk/52849/.
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Learning and speaking foreign languages are regarded today as the norm. Simultaneously, empirical findings in the area of multilingualism have recently demonstrated that the mental lexicon of a language learner consists of intertwined systems where languages interact with each other, rather than remain separate entities. However, studies that explore how different lexicons are integrated and influence each other in the case of multilinguals are relatively scarce. This thesis seeks to contribute to this gap in research reporting two empirical studies drawing on a vocabulary testing perspective. The studies investigate the impact of prior lexical knowledge on additional language learning of Hungarian native speakers, who speak Romanian as an L2 and English as an L3. From a theoretical standpoint, the studies contest the traditional assumption that foreign language vocabulary acquisition can be explained solely by measures of frequency of word occurrence. Instead is contended that cross-linguistic similarities, namely cognates, provide a special bridge between languages and also need to be taken into account. At a more substantive level, it aims to explore (1) the relationship between learners’ Romanian and English written lexical knowledge; (2) the facilitatory effect of cognates; and (3) the implications of this for vocabulary assessments. To address these aims, Romanian versions of Nation’s Vocabulary Levels Test (VLT) and Vocabulary Size Test (VST) have been developed, assessed for validity, and applied. The findings indicate that there is a strong connection between multilinguals’ Romanian L2 and English L3 lexica. Learners’ lexical proficiency can be described as a function of frequency but is also influenced by cognateness. Therefore, word frequency and cognateness in conjunction can potentially increase test accuracy and validity, and enable a more in-depth understanding of vocabulary size and lexical accessibility. These conclusions are drawn from a vocabulary testing perspective, but further pedagogical implications, future directions for research and limitations are also offered.
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Aldawsari, Mohammed Hathal. "Investigating the impact of vocabulary strategy instruction and e-portfolios on vocabulary strategy use and the acquisition of academic vocabulary by TEFL undergraduates." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/415937/.
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This study investigates the role of utilising an electronic portfolio in the context of vocabulary learning strategy (VLS) instruction. It aims to examine the use of a mixture of language learning strategies and skills required for learning management. Therefore, the current study incorporates e-portfolio as an application that can provide learners with practical and systematic steps and thus assist them to make control on their learning. This research adopted a mixed method approach to explore the impact of e-portfolio integration in the context of the VLS instruction on undergraduate learners’ strategic learning of vocabulary and academic vocabulary learning. This study employed a number of research instruments including vocabulary learning strategies questionnaire, academic vocabulary size test, interviews, artefacts and documentation of learning which forms comprehensive archival records (e-portfolio). E-portfolio was found to be insightful and reflective of the strategies learning and use processes. Utilising e-portfolio in the context of VLS instruction seemed to lead to more systematic and consistent strategic learning of vocabulary. This has been in conjunction with significant improvement in the learners’ academic vocabulary size and in their strategic vocabulary learning. Such improvement would make changes in learners’ understanding and awareness towards strategic learning. This could play important roles in accelerating and facilitating the learning process in general. However, there were issues of irregularities where learners were not systematic or show less consistency when it comes to strategies use in the e-portfolio. The findings of this research contribute to a better understanding of how the use of e-portfolio impact on the learners’ strategic learning and on their acquisition of academic vocabulary.
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Tanriverdi, Taner. "Vocabulary in English Textbooks for Swedish Secondary School : A Study about the Frequency of Vocabulary in Textbook Wordlists and the Selected Vocabulary Exercises." Thesis, Södertörns högskola, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43706.
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This study examines the level of frequency of wordlists, and the selected vocabulary exercise type in two English textbooks aimed at first year (English 5) and third year (English 7) Swedish secondary school students. A quantitative analysis was conducted by inserting the wordlists into an online tool, which generated a frequency list based on lemmas in accordance with the BNC corpus. The analysis of the wordlist indicates a majority of low frequency lemmas and a minority of high frequency lemmas, which studies report that students are not familiar with. The results of the frequency analysis support findings of previously conducted studies regarding insufficient number of high frequency words in EFL textbooks. Vocabulary exercise types were also identified, counted and analysed. The analysis of the vocabulary exercise types indicates a preference for production exercises in the textbook aimed at English 5, and a preference of interpretation exercises in the English 7 textbook. The effectiveness of commonly found exercise types in the textbooks are supported by previous research.
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Cox, Eriksson Christine. "Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108079.
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The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]). Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months. Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary. Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.SPRINT project
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Aljdee, Ali Almagtoof. "The vocabulary learning strategies of Libyan university students of English and their vocabulary knowledge." Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442327.
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Donato, Rosa Maria Beal. "Vocabulary acquisition through reading: strategies to facilitate brazilian fifth grade efl student's vocabulary learning /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/80968.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T21:25:49Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T03:04:41Z : No. of bitstreams: 1 175249.pdf: 1896413 bytes, checksum: 9f3a142023adfd3c3acbaaa06d8446c7 (MD5)
O presente estudo buscou investigar o efeito facilitador de duas estratégias de aquisição de vocabulário: "Verbal Imagery Mnemonics" e "Guessing from Context" na retenção de vocabulário em inglês como língua estrangeira, bem como na compreensão da leitura de alunos brasileiros frequentando a quinta série do primeiro grau. Os alunos investigados eram iniciantes no estudo de inglês, matriculados em três diferentes quintas séries do Centro Educacional Vidal Ramos Jr., uma escola pública estadual, em Lages, Santa Catarina. O método adotado neste estudo consistiu de: (1) uma entrevista escrita com os sujeitos e seus respectivos professores de inglês, objetivando a seleção de sujeitos que estivessem estudando esta língua pela primeira vez e (2) cinco testes escritos, um aplicado imediatamente após a leitura do texto para verificar a compreensão do mesmo, e outros quatro, aplicados uma semana após a leitura do texto, visando checar a habilidade destes alunos em reconhecer e traduzir as palavras chaves do texto, tanto em lista quanto em sentenças, e reter informação a respeito do texto lido. Os resultados deste estudos tendem a confirmar a visão de pesquisadores que defendem a existência de uma relação íntima entre conhecimento vocabular e compreensão de textos e a importância do conhecimento vocabular e (2) indicam um certo equilíbrio entre a utilidade de ambas as estratégias (Verbal Imagery Mnemonics e Guessing from Context) no que tange ao efeito facilitador destas mesmas estratégias na retenção de palavras desconhecidas em inglês e na compreensão de texto destes alunos de quinta série.
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Young, Melissa Ann. "The Vocabulary Research Database: A Compilation of State-of-the-Art Academic Vocabulary Research." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5742.
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The Vocabulary Research Database (VRD) is a research tool comprised of a compilation of state-of-the art academic research in the field of vocabulary acquisition and pedagogy. The VRD has flexible search features that allow users to obtain higher granularity than is possible with other free databases and online search options currently available, making the results more relevant and manageable. These features include the ability to constrain results by date, author, publication, sub-topics, keywords, citation numbers, journal impact factors, and participant ages. It is anticipated that the ability to manipulate results, combined with relevant and current content, will provide language professionals with a valuable tool for accessing vocabulary-specific research, enabling them to better inform and improve their work.
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Curtis, Consuelo Yvonne 1958. "Socially mediated vs. contextually driven vocabulary strategies: Which are most effective?" Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8153.
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xii, 79 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Results of the 2007 National Assessment of Educational Progress (NAEP) reported the need for improving reading comprehension, especially in the upper elementary and middle school grades. Because the field of vocabulary research evidenced the strong relationship between vocabulary knowledge and reading comprehension, the National Reading Panel (2000) recommended the inclusion of direct vocabulary instruction as a necessary component in a comprehensive reading program. The field of vocabulary research, however, lacks consensus on which strategies result in the most gains in vocabulary development and reading comprehension. In this study, vocabulary development of students who learned word meanings through socially mediated strategies was contrasted with students who learned word meanings using contextually driven strategies. A total of 14 teachers of fifth grade students were randomly assigned to one of two treatment groups. The intervention group taught the socially mediated strategies of semantic mapping and the Frayer model. The teachers in the comparison group taught contextual and morphemic analysis, both contextually driven strategies. The effects of these two types of vocabulary instruction were measured using three tests, two proximal researcher developed vocabulary assessments and the more distal Gates MacGinitie vocabulary assessment. Results of this study revealed that while students in both groups made significant gains as measured by the more proximal measures, students taught through contextually driven strategies gained the most. On the distal measure only the students taught socially mediated strategies improved their performance. This study adds to the field by confirming three prior findings. Direct vocabulary instruction improved students' vocabulary development. Instruction in contextually driven strategies improved students' vocabulary learning when the dependent measure assessed knowledge of taught words. Instruction in socially mediated strategies improved students' vocabulary development when the dependent measure assessed unknown words.
Adviser: Gerald Tindal
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Demarque, Estela. "Análise dos termos fundamentais do vocabulário acadêmico bilíngue português-francês, presentes em textos acadêmico-científicos : questões de equivalência /." São José do Rio Preto, 2020. http://hdl.handle.net/11449/192898.
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Orientador: Maurizio BabiniResumo: O objetivo principal deste trabalho é analisar o vocabulário acadêmico bilíngue português-francês, presente em textos acadêmicos-científicos nos domínios de Economia, Linguística e Medicina, estabelecendo equivalências entre os termos de nosso corpus em português e discutindo eventuais questões de equivalências. Essa pesquisa terá como base teórica os estudos terminológicos de acordo com Felber (1984), Cabré (1998), Aubert (2001), Pavel e Nolet (2002), Barros (2004), Krieger e Finatto (2004), L'Homme (2004) e Babini (2006), assim como os estudos sobre vocabulário acadêmico, segundo Coxhead (2000), Nation (2001), Tutin (2007) e Babini e Silva (2012). O ponto de partida desse trabalho foi a terminologia acadêmica em francês levantada por Tutin (2007) a partir de um corpus de teses, dissertações e artigos científicos. A autora identifica 865 termos acadêmicos, dentre os quais encontram-se 362 substantivos, 203 adjetivos e 300 verbos. Sucessivamente, constituímos um corpus digitalizado em português com a mesma tipologia de textos. A partir desse corpus, procedemos à coleta dos termos com o auxílio do software HyerBase versão 10.0 (2017). Aplicando critérios quantitativos e qualitativos, selecionamos um total de 568 termos acadêmicos em português, dentre os quais encontram-se 259 substantivos, 111 adjetivos e 198 verbos. Em seguida, passamos à elaboração de dois sistemas conceptuais: um para os termos em português e outro para os termos em francês coletados por Tutin (2007). Proce... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The objective of our work is to analyze Brazilian Portuguese-French bilingual academic vocabulary, present in academic-scientific texts, establishing equivalences, present in academic-scientific texts in the fields of Economics, Linguistics and Medicine, establishing equivalences between the terms of our corpus in Brazilian Portuguese and discussing eventual equivalence issues. . This research will be based on terminological studies according to Felber (1984), Cabré (1998), Aubert (2001), Pavel and Nolet (2002), Barros (2004), Krieger and Finatto (2004), L'Homme ( 2004) and Babini (2006), as well as studies on academic vocabulary, according to Coxhead (2000), Nation (2001), Tutin (2007) and Babini and Silva (2012). The starting point of this work was the French academic terminology raised by Tutin (2007) from a corpus of theses, dissertations and scientific articles. The author identifies 865 academic terms, among which 362 nouns, 203 adjectives and 300 verbs. Subsequently, we constituted a digitalized corpus in Brazilian Portuguese with the same typology of texts. From this corpus, we proceeded to the collection of terms with the aid of HyerBase version 10.0 (2017) software. Applying quantitative and qualitative criteria, we selected a total of 568 academic terms in Brazilian Portuguese, among which are 259 nouns, 111 adjectives and 198 verbs. We then proceed to the elaboration of two conceptual systems: one for the Brazilian Portuguese terms and another for the French terms... (Complete abstract click electronic access below)
Résumé: L'objectif de notre travail est d'analyser le vocabulaire académique bilingue portugais-français, présent dans des textes scientifiques dans les domaines d’Économie, de Linguistique et de Médécine, en établissant d’équivalences entre les termes de notre corpus en portugais et en discutant des éventuels problèmes d'équivalence. Cette recherche aura comme base théorique les études terminologiques selon Felber (1984), Cabré (1998), Aubert (2001), Pavel et Nolet (2002), Barros (2004), Krieger et Finatto (2004), L'Homme (2004) et Babini (2006), ainsi que les études sur vocabulaire académique, selon Coxhead (2000), Nation (2001), Tutin (2007) et Babini et Silva (2012). Notre point de départ dans ce travail est la terminologie académique en français recueillie par Tutin (2007) à partir d'un corpus de thèses, de dissertations et d’articles scientifiques. L'auteure identifie 865 termes académiques, parmi lesquels on trouve 362 noms, 203 adjectifs et 200 verbes. Ensuite, nous avons constitué un corpus numérisé en portugais ayant la même typologie de textes. À partir de ce corpus, nous avons procédé au repérage des termes à l'aide du software HyperBase version 10.0 (2017). En appliquant des critères quantitatifs et qualitatifs, nous avons sélectionné un total de 568 termes académiques en portugais brésilien, parmi lesquels nous avons 259 noms, 111 adjectifs et 198 verbes. Ensuite, nous avons mis en place deux systèmes conceptuels : un pour les termes en portugais et l’autre pour les ter... (Résumé complet accès életronique ci-dessous)
Mestre
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Lin, Chai-Wei. "Second Language Learners' Recognition of Unknown Words." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2212.
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Recent research has underscored the important role of second language (L2) vocabulary acquisition in the reading process. The present study examined how accurately eighteen learners of English as a Second Language (ESL) were able to identify unknown words within a reading passage. It is assumed that "noticing" unfamiliar words in a text plays an important role in being able to extract meaning from context, which may ultimately result in word learning; thus, whether or not learners are able to recognize unknown words as unknown is a key step in vocabulary learning. The design of this study was based on previous research (Laufer and Yano, 2001) on the connection between first language background and self-assessment of L2 word knowledge. The first three steps of the Lafuer and Yano study were used in this study. In the first step, ESL learners self-assessed their ability to identify selected words in a text. After this, L2 learners explained or translated the meanings of the words. Finally, the two sets of data were analyzed to measure correlations. The findings of the study showed that teachers, as well as learners, should not underestimate the importance of vocabulary. Instead, they should provide more explicit vocabulary instruction and practice. In addition, L2 learners need to learn to identify words that are unknown. The act of "noticing" unknown words and identifying them as such is the initial step towards building vocabulary through reading. Lastly, L2 learners should not rely solely on context clues for the "guessing" strategy when they have a limited level of vocabulary because they may develop mistaken word knowledge, which would impact reading comprehension. Instead, learners should develop a wide range of strategies to comprehend academic reading.M.A.
Department of Foreign Languages and Literatures
Arts and Sciences
Teaching English to Speakers of Other Languages
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Munby, Ian. "Development of a multiple response word association test for learners of English as an L2." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678422.
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Sze, Pui-shan Carol. "An investigation of the effectiveness of three presentation methods on vocabulary retention by post-secondary five diploma students and their use of memory strategies in L2 vocabulary acquisition." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883237.
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Smallwood, Ian M. "Approaches to the teaching of vocabulary : the effects of monolingual and bilingual presentation of lexical items on vocabulary acquisition /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778464.
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Al-Homoud, Faisal A. "Vocabulary Acquisition via Extensive Input." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485692.
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The current research explores vocabulary acquisition via extensive input in the L2. The first study reported here was conducted in the Saudi EFL context, where intensive reading is the prominent approach. The treatment used an extensive reading design in which participants were offered a wide range of graded readers at different levels to read from. The second study was carried out on Arab students studying in the UK. The aim of this study was to determine the relative vocabulary acquisition from extensive reading vs. extensive listening. The third study was based on a corpus of 8'4 graded read~rs from the Oxford Bookworms series. It is a replication ofNation and Wang's (1999) study into vocabulary coverage. The objective of this study was to examine potential opportunities for vocabulary learning available in those graded readers. All ofthe three studies were conducted with quantitative measurements, such as the VLT, PET, TOEFL, a word knowledge scale, and a questionnaire. The results of the first study demonstrated that extensive reading had positive effects on the participants' vocabulary knowledge, reading comprehension, reading speed, and attitudes towards reading in the L2. The findings ofthe second study showed that both extensive reading and listening coUld lead to incidental vocabulary learning. However, these gains are very small. The study also indicated that reading may be more advantageous than listening in terms ofvocabulary gains. Finally, the corpus-based study revealed that graded readers are a suitable means of helping learners encounter new as well as old vocabulary; even if they read less than one graded reader a week. The study also demonstrated that reading more texts at different levels would enable learners to meet words quite frequently.
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Miller, P. W. "Vocabulary and reading medical texts." Thesis, Swansea University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638194.
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In both first language and foreign language contexts there has been considerable debate as to the exact nature of the relationship between readers' levels of vocabulary knowledge and their ability to comprehend texts. This research examines this relationship in detail and in particular addresses three specific issues: a) How important is vocabulary knowledge for Spanish speakers reading medical texts in English?; b) What levels of vocabulary knowledge are required by these readers for this task?; and c) What other factors influence the levels of vocabulary knowledge needed for successful text comprehension? Six experiments were carried out to investigate these questions. The results revealed that the importance of vocabulary knowledge varied considerably across the different experiments. No support was found for the contention that it is possible to establish for all readers and texts fixed levels of vocabulary which must be attained to ensure successful text comprehension. Three factors were identified as having a major impact on the levels of vocabulary knowledge needed by readers. These included the actual reading comprehension test method used to assess text comprehension, the levels of background knowledge available to the readers and the degree of domain-specificity of the texts being read. Although these three groups of variables each exerted an effect on the levels of vocabulary knowledge required for text comprehension individually, their effect can only be fully understood if the clear interaction which takes place between them is also taken into account. These results clearly confirm current theoretical models which see text comprehension as a complex process involving the interaction of multiple components. They also serve to underline the need to critically evaluate notions which at first sight seem commonsensical but which on closer analysis do not capture the full complexity of the processes being analysed.
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Downing, Bob. "AN XML VOCABULARY FOR TMATS." International Foundation for Telemetering, 2000. http://hdl.handle.net/10150/606800.
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International Telemetering Conference Proceedings / October 23-26, 2000 / Town & Country Hotel and Conference Center, San Diego, CaliforniaXML is a simple, powerful way to agree on data transfers between organizations, applications and/or computer systems. XML was originally developed to separate data content definition from the display of data on a web page. XML is based on a subset of the Standardized General Markup Language (SGML), which means XML uses a tag-based syntax similar to Hyper Text Markup Language (HTML). Whereas HTML uses fixed tags to display data, XML uses custom designed tags to describe data. XML provides a simple, standard, portable, and flexible way to transfer data between applications. This could provide a useful way to transfer telemetry attributes data between customers and systems. Currently, there is not a significant amount of support for the use of the Telemetry Attributes Transfer Standard (TMATS). Telemetry vendors still use their own formats, customers maintain their own databases, and support facilities/ranges promote the use of their own implementations. TMATS was supposed to define a common ground to transfer data definitions, but the tools to TMATS have not come about. TMATS is a well defined, structured specification that maps into XML extremely well. Even though XML is a fairly new technology, there are already many tools available to support XML parsing with more becoming available. This makes XML an excellent choice to supplement TMATS for the interchange of telemetry attribute information. This paper provides an initial attempt at defining the language and structure for an XML vocabulary of TMATS.
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Stiberg, Nellie, and Aldina Saskin. "L2 Vocabulary learning through MMORPGs." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41060.
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The gaming community has grown significantly over the past two decades and is playing a major role in learners’ English development. This literature study aims to examine to what extent there is a correlation between playing massive multiplayer online role-playing games (MMORPGs) and English learners' vocabulary acquisition as well as their motivation to learn. By going through educational databases such as ERIC we found empirical studies relevant to our question. A total of 10 empirical studies were included where all of these concerned vocabulary development and 6 concerning motivation. Researcher Pia Sundqvist contributed with several of her studies regarding extramural English activities. Her results indicated that playing video games was one of the most beneficial extramural activities from a second language learning perspective. Through the research studies, it was found that playing MMORPGs has a positive effect on vocabulary acquisition and helps the learner to stay motivated to learn English. However, none of these research studies acknowledge the dangers of MMORPGs. Teachers and educators should be aware of the potential MMORPGs hold regarding second language learning, and implement it in teaching when possible. For further research it would be interesting to try a lesson plan that includes MMORPGs.
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Гладченко, Оксана Робертівна, Оксана Робертовна Гладченко, Oksana Robertivna Hladchenko, Любов Павлівна Ярмак, Любовь Павловна Ярмак, and Liubov Pavlivna Yarmak. "How to test student's vocabulary." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13289.
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Dixon, Wallace, and Chelsea Leeann Robertson. "Household CHAOS and Vocabulary Productivity." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7697.
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Siedlecki, Madeleine, and Alexander Lundström. "Teachers’ Beliefs Regarding Vocabulary Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31611.
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This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles for our analysis of the results. The results from our findings indicate that vocabulary is being taught in both a revised traditional- and a non-traditional way. Our results also show that education and contextual factors influence how teachers teach vocabulary. From our results, we can conclude that our informants teach vocabulary for communicative purposes, but that there is a considerable difference in their approach to vocabulary learning. In addition, we can also conclude that the informants all expressed the need for further professional development in English, and that there is a need for more research on how contextual factors affect teachers in their work.
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McKenna, Michelle Bena. "Improving Student Art Vocabulary Retention." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1543.
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The purpose of this investigation was to research vocabulary strategies that could help improve student art vocabulary retention. The subjects were five intact 3rd grade classes at a culturally diverse elementary school outside of Washington, DC. The vocabulary strategies, concept wheel and semantic mapping, were modified and incorporated into a string printmaking unit for two of the five classes. The remaining three classes were taught the same printmaking unit, with the exclusion of the modified vocabulary activities. The results of a labeling assessment given to each class on three separate occasions indicate that the incorporation of vocabulary activities does help students retain art vocabulary. Possible modifications of multiple proven vocabulary strategies for use in an art classroom setting are discussed.
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Marks, Lori J., and M. L. McMurray. "Core Vocabulary in Augmentative Communication." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3539.
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Odean, Rosalie. "The Development of Spatial Vocabulary." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3687.
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Previous research has shown a link between the spatial words children use and their performance on spatial reasoning tasks. There is a dearth of measures of spatial language, especially those that focus on a specific type of word. This dissertation introduces three studies, using two measures of dimensional adjective comprehension, one in English and one in Spanish. Study one found that bilingual children’s knowledge of dimensional adjectives in one language is not predictive of their performance on dimensional adjectives in the other language, but that general vocabulary within a language predicts performance in that language. This study also showed that within a pair of polar opposite terms (e.g., long and short) children are more likely to know the term describing the big dimension and not the small dimension than vice versa. The second study found that the number of dimensional concepts children comprehend predicts how well they perform on a spatial scaling test, controlling for age and general vocabulary. The final study failed to find a link between dimensional adjective knowledge and performance on the children’s mental transformation task. These findings might have important implications for early education, showing that supporting children’s understanding of language might have an impact on their spatial reasoning.
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Zuniga, Novoa Gabriel. "Acquiring Japanese Vocabulary Through Music." Thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-175685.
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Zhong, Hua. "The interface between receptive and productive vocabulary knowledge: vocabulary knowledge as a multi-aspect construct." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12472.
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The present study looks at the internal structure of vocabulary knowledge along the receptive and productive continuum under a multi-aspect framework. It examines the receptive knowledge of meaning, form, morphology, collocation and association and explores their relationship with productive vocabulary knowledge over time through a multi-task approach. Participants were 513 Year 8 EFL learners from two junior high schools in southern China. They completed two identical sets of five different vocabulary tests in a pre- and post-test design with a four-month interval. The five vocabulary tests captured five different receptive aspects of and the productive use of 26 target words. Correlation and regression analyses were used to examine the relationships among different receptive aspects and between receptive aspects and the productive word use, and the changes of their relationships over time. Results show that as learners’ vocabulary knowledge develops their receptive knowledge of form, meaning, morphology, association and collocation together explains a stable amount of variance in productive vocabulary knowledge. The proportion of individual contribution from the five receptive aspects to productive word use changes over time. As learners’ productive vocabulary knowledge improves, their receptive knowledge of association and collocation becomes more and more important. The findings suggest that the receptive knowledge learners draw upon in their productive word use varies depending on their level of vocabulary knowledge, and growth in depth of word knowledge would be needed as productive vocabulary knowledge progresses. This study offers a new perspective on the developmental pattern from receptive to productive vocabulary knowledge that refines the theoretical framework of receptive-productive vocabulary knowledge, and could inspire future research addressing the puzzle of how a word develops from receptive to productive use.
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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.
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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.
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Hashimoto, Brett James. "Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5958.
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For decades, vocabulary size tests have been built upon the idea that if a test-taker knows enough words at a given level of frequency based on a list from corpus, they will also know other words of that approximate frequency as well as all words that are more frequent. However, many vocabulary size tests are based on corpora that are as out-of-date as 70 years old and that may be ill-suited for these tests. Based on these potentially problematic areas, the following research questions were asked. First, to what degree would a vocabulary size test based on a large, contemporary corpus be reliable and valid? Second, would it be more reliable and valid than previously designed vocabulary size tests? Third, do words across, 1,000-word frequency bands vary in their item difficulty? In order to answer these research questions, 403 ESL learners took the Vocabulary of American English Size Test (VAST). This test was based on a words list generated from the Corpus of Contemporary American English (COCA). This thesis shows that COCA word list might be better suited for measuring vocabulary size than lists used in previous vocabulary size assessments. As a 450-million-word corpus, it far surpasses any corpus used in previously designed vocabulary size tests in terms of size, balance, and representativeness. The vocabulary size test built from the COCA list was both highly valid and highly reliable according to a Rasch-based analysis. Rasch person reliability and separation was calculated to be 0.96 and 4.62, respectively. However, the most significant finding of this thesis is that frequency ranking in a word list is actually not as good of a predictor of item difficulty in a vocabulary size assessment as perhaps researchers had previously assumed. A Pearson correlation between frequency ranking in the COCA list and item difficulty for 501 items taken from the first 5,000 most frequent words was 0.474 (r^2 = 0.225) meaning that frequency rank only accounted for 22.5% of the variability of item difficulty. The correlation decreased greatly when item difficulty was correlated against bands of 1,000 words to a weak r = 0.306, (r^2 = 0.094) meaning that 1,000-word bands of frequency only accounts for 9.4% of the variance. Because frequency is a not a highly accurate predictor of item difficulty, it is important to reconsider how vocabulary size tests are designed.
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Zheng, Lingzhen. "Strategies in Vocabulary Learning and Teaching : A study of vocabulary acquisition in a Chinese University." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6771.
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Hsu, Shuying. "An analysis of Taiwanese EFL senior high school students' vocabulary knowledge and vocabulary learning strategies." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675925.
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This study aims to investigate Taiwanese EFL senior high school students' vocabulary knowledge and their use of vocabulary learning strategies. The participants were 202 senior high school learners from two different schools in central Taiwan. The research instruments of this study include the Vocabulary Learning Strategy Questionnaire (VLSQ), the Vocabulary Levels Test (VLT), the Vocabulary Knowledge Scale (VKS), and Test of English for International Communication (TOEIC) reading comprehension. After the three achievement tests and questionnaire had been completed, 18 students from both high proficiency and low proficiency groups volunteered to take part in the semi-structured interviews. The results of respondents' Vocabulary Levels Test (VLT) showed that on average, the vocabulary size of Taiwanese third year senior high school learners was approximately 2,000 words, which did not meet the level required for reading basic English authentic texts. Learners' breadth and depth of vocabulary knowledge and reading comprehension were found to be strongly intercorrelated. With reference to the use of vocabulary learning strategies, the participants of the current study were merely moderate users of vocabulary learning strategies. Regarding the gender differences in the use of vocabulary learning strategies, an independent samples t-test indicated that female learners not only outperformed their male counterparts in the overall strategy use, but.significant differences were aiso found in the use of determination strategies, social strategies. and metacognitive strategies. As for the strategy use between different proficiency levels, an independent samples t-test revealed that high proficiency students adopted overall vocabulary learning strategies more often than low proficiency ones. Also, significant differences were also found in determination strategies, social strategies, memory strategies, and metacognitive strategies between these two groups of learners. From the following semi-structured interviews, the results indicated that there were distinctive perceptions of learning vocabulary between high proficiency and low proficiency learners in the five major areas: (1) perceptions of knowing a word, (2) awareness of the importance of vocabulary knowledge in learning English, (3) learners' difficulties in learning second language vocabulary, (4) learners' approaches to useful sources, and (5) self-regulation in learning vocabulary.
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Price-Mohr, Ruth Maria. "Comparing a controlled levelled vocabulary with a language rich vocabulary in a beginner reading scheme." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12904/.
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The primary aim of this research was to compare the effect of using vocabulary that is within a child’s current decoding ability in a reading text, with vocabulary that is beyond it. The original contribution to knowledge presented here is the discovery that children of all abilities and both genders can make greater gains in early reading when using reading books that go beyond their current phonic decoding ability (Intervention A), than from reading books that have a controlled, levelled vocabulary (Intervention P). The secondary aim of this research was to compare the use of a synthetic-phonics only approach with mixed teaching methods. Three separate, but related studies were completed in schools across two counties. In total, there were 16 schools and 372 children who participated (4 schools acting as controls). A novel reading intervention, which had been purposely developed for the research (weebee Reading Programme), was used in 12 classes randomised to one of two possible Intervention strands (A or P). Measures of word reading and comprehension were used at both pre-test and post-test. All three studies were carried out over a 12-month period, although they began at staggered intervals. The main findings were: first, children who used vocabulary that included many words which were beyond their current decoding ability, made greater gains in word decoding and comprehension than children using only vocabulary within their current decoding ability. Second, those children who had been taught using a mixed approach in addition to synthetic phonics made greater gains (particularly in comprehension) than those children taught using only synthetic phonics. In addition, gender analyses for all three studies, which included a small group of struggling readers, indicated greater gains for boys compared to girls, from using both the mixed approach to teaching as well as the non-decodable vocabulary.
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Yiu, Ki Dorothy. "A design of reading and vocabulary enrichment activities for second language learners of S3 in a Hong Kong secondary school to activate their receptive to production vocabulary." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425210.
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Lee, On-lai Annie. "A study of vocabulary explanations in the intermediate EFL classroom : the variety and effectiveness of strategies employed /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553811.
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