• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 60
  • 6
  • 4
  • 3
  • 2
  • 2
  • 2
  • 1
  • 1
  • 1
  • Tagged with
  • 98
  • 98
  • 54
  • 38
  • 27
  • 26
  • 19
  • 17
  • 17
  • 15
  • 14
  • 13
  • 13
  • 12
  • 12
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

A Study of Acquiring L2 Vocabulary Through Using Word Part Strategy

LIU, XINJIE January 2011 (has links)
Vocabulary learning strategy plays an important role in vocabulary acquisition; one of the major vocabulary strategies is word part strategy. The purpose of this study is to investigate whether word part strategy can help students to understand words and facilitate vocabulary acquisition. Ten teacher trainee students from a university in Sweden participated in the study. All were given a vocabulary pre-test, a lecture about word-formation rules, two vocabulary tests and a questionnaire. The results show that word part strategy is helpful in understanding words and facilitating vocabulary acquisition. The strategy is especially useful for those students who have a good knowledge of affixes. In addition, the choice of affixes also affects the application of word part strategy. In order to master word part strategy, more time is needed to learn the meaning of affixes and to practise how to re-express the meaning of words with the aid of the meaning of the word parts. The results of the study show that there are great differences between individual results, which, in turn, leads to a questioning of the efficiency of word part strategy. The present study is a starting point for further research on the connection between students’ level of English and the effectiveness of word part strategy as a teaching method.
22

Teaching and learning Arabic vocabulary : a learner-centered approach / Learner-centered approach

Young, Eric Hiram 27 February 2012 (has links)
This paper discusses the teaching and learning of Arabic vocabulary with respect to the needs and desires of the modern learner of Arabic. It begins with an explanation of Arabic diglossia and a review of current research regarding the desires and goals of the modern Arabic learner. It then discusses the issue of teaching Arabic vocabulary showing that learning two varieties of Arabic at the same time, because it is a case of synonymy, creates a learning burden for Arabic learners but is nonetheless necessary. This paper then discusses a number of other reasons that make Arabic vocabulary acquisition a challenge and suggests possible methods to overcome this challenge. / text
23

The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Vocabulary Acquisition and Cognitive Load

January 2010 (has links)
abstract: The purpose of this experimental study was to investigate the effects of textual and visual annotations on Spanish listening comprehension and vocabulary acquisition in the context of an online multimedia listening activity. 95 students who were enrolled in different sections of first year Spanish classes at a community college and a large southwestern university were randomly assigned to one of four versions of an online multimedia listening activity that contained textual and visual annotations of several key words. Students then took a comprehension and vocabulary posttest and a survey to measure cognitive load and general attitudes towards the program. Results indicated that textual annotations had a significant positive effect on listening comprehension and that visual annotations had a significant positive effect on how successful students felt. No statistically significant differences were found for other variables. Participants also reported positive attitudes towards vocabulary annotations and expressed a desire to see more annotations during multimedia listening activities of this type. These findings provide further evidence of the impact that multimedia may have on language acquisition. These findings have implications for multimedia design and for future research. Language listening activities should include a variety of vocabulary annotations that may help students to understand what they hear and to help them learn new vocabulary. Further research is needed outside of the laboratory, in the online and increasingly-mobile language learning environment in order to align the research with the environment in which many students currently study. The incorporation of motivation into multimedia learning theory and cognitive load should be explored, as well as new measures of cognitive load. / Dissertation/Thesis / Ph.D. Educational Technology 2010
24

A piece of cake? High school students' retention of idioms : A comparative study of teaching idioms by means of illustrations and definitions respectively

Xerri, Sabrina January 2018 (has links)
This study aims at investigating teaching of idioms by means of illustrations and teaching of idioms by means of definitions. The informants of the experiment are learners of English in a Swedish high school. The 58 informants of this experiment were tested on a total of 19 idioms. These idioms were carefully chosen in order to make sure that they would not already be known by the informants. Another key factor while choosing the idioms was the possibility to find appropriate illustrations for these idioms. The chosen illustrations depict either the literal or the metaphorical meaning of the idioms. The informants were administered one pre-test and two post-tests (short- and long-term retention tests) to measure the retention rate. The pre-test was used to check if both groups had similar knowledge of the selected idioms and therefore could be comparable. The results of this experiment show that students taught by the use of illustrations had a better short- and long-term retention rate than students taught only by the use of definitions. In both the short- and long-term retention test, informants taught by the use of illustrations outperformed informants taught through definition by more than 10%. This study therefore indicates that the use of illustrations while teaching should not be neglected by teachers and can be a powerful tool to enhance students’ retention of chosen items such as vocabulary or idioms.
25

Aquisição vocabular em língua estrangeira por meio de filmes legendados: o uso da tradução numa sequência didática / Vocabulary Acquisition in Foreign Language through subtitled films: the use of Translation in a didactic sequence

Sousa, Bill Bob Adonis Arinos Lima e January 2016 (has links)
SOUSA, Bill Bob Adonis Arinos Lima e. Aquisição vocabular em língua estrangeira por meio de filmes legendados: o uso da tradução numa sequência didática. 2016. 224f. - Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Estudos da Tradução, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-23T17:17:29Z No. of bitstreams: 1 2016_dis_bbaalsousa.pdf: 4820680 bytes, checksum: 16b8edd9e5faf0dc789147c7e81a5378 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-26T12:29:38Z (GMT) No. of bitstreams: 1 2016_dis_bbaalsousa.pdf: 4820680 bytes, checksum: 16b8edd9e5faf0dc789147c7e81a5378 (MD5) / Made available in DSpace on 2017-01-26T12:29:38Z (GMT). No. of bitstreams: 1 2016_dis_bbaalsousa.pdf: 4820680 bytes, checksum: 16b8edd9e5faf0dc789147c7e81a5378 (MD5) Previous issue date: 2016 / In recent decades, foreign languages (FL) teaching and learning has benefited from studies on the use of subtitled audiovisual material, although there is a shortage of work concerning research with participants in initial level of learning, compared to studies involving participants at intermediate and advanced level (MATIELO; D’ELY; BARRETA, 2015). Based on this need, our research (Parecer: 1.322.500 – CEP/UFC) examines the effectiveness of the use of subtitled films combined to the translation of intralingual subtitles as a way to broaden the vocabulary repertoire of English language (EL) students from high school. To this end, we apply the assumptions of the functionalist theory of Translation found in Reiss (2004), in Vermeer (2004), and mainly in Nord (2000; 2001; 2005a; 2005b; 2006a; 2006b; 2009; 2010a; 2010b; 2010c; 2012) and her translation project which starts from the textual analysis of intratextual and extratextual elements, shared by various types of text, as a form of promoting a comprehensive understanding of the source text (SC). We also discuss the characteristics of the filmic language (MARTIN 2005; ZABALBEASCOA 2008; AUMONT 2006; 2009; GAUDREAULT; JOST 2009) and its implications for the field of audiovisual translation (AVT), focusing on subtitling (ORERO 2004; DÍAZ CINTAS 2004; 2005; 2008; DÍAZ CINTAS; ANDERMAN 2009; GAMBIER 2006; 2009; DÍAZ CINTAS; REMAEL 2014), as well as considering the contributions that the subtitled audiovisual material may bring to the FL teaching and learning. Through the application of a didactic sequence (DS) with a high school class, it was found that there was a vocabulary acquisition in the EL which surpassed 50% of the lexical deficit that was identified in the participants’ pretests, which represents a considerable gain for this FL students, making this pedagogical tool, DS, the way it was applied, productive. Thus, it may be used in other FL class contexts as another teaching option. / Nas últimas décadas, o ensino-aprendizagem de língua estrangeira (LE) tem se beneficiado dos estudos sobre o uso de material audiovisual legendado, embora haja uma carência no que se refere a essas pesquisas com participantes em nível inicial de aprendizagem, se comparadas aos estudos com participantes em nível intermediário e avançado (MATIELO; D’ELY; BARRETA, 2015). Partindo dessa necessidade, nossa pesquisa (Parecer: 1.322.500 – CEP/UFC) investiga a efetividade do uso de filmes legendados combinados à tradução de legendas intralinguais como forma de ampliar o repertório vocabular de estudantes de língua inglesa (LI) do Ensino Médio. Para isso, aplicam-se os pressupostos da teoria funcionalista da Tradução encontrados em Reiss (2004), em Vermeer (2004), principalmente em Nord (2000; 2001; 2005a; 2005b; 2006a; 2006b; 2009; 2010a; 2010b; 2010c; 2012) e seu projeto de tradução que parte de uma análise textual dos elementos intratextuais e extratextuais, comuns aos diversos tipos de texto, como forma de promover um entendimento abrangente do texto-fonte (TF). Faz-se, aqui, também, uma discussão sobre as características da linguagem fílmica (MARTIN 2005; ZABALBEASCOA 2008; AUMONT 2006; 2009; GAUDREAULT; JOST 2009) e suas implicações no campo da tradução audiovisual (TAV), com ênfase na legendagem (ORERO 2004; DÍAZ CINTAS 2004; 2005; 2008; DÍAZ CINTAS; ANDERMAN 2009; GAMBIER 2006; 2009; DÍAZ CINTAS; REMAEL 2014), percebendo as contribuições que os materiais audiovisuais legendados podem trazer ao ensino-aprendizagem de uma LE. Por meio da aplicação de uma sequência didática (SD) em sala de aula do Ensino Médio, verificou-se que houve uma aquisição vocabular em LI que ultrapassou 50% da carência lexical demonstrada pelos participantes no pré-teste, o que representa um ganho considerável para os estudantes dessa LE, tornando essa ferramenta didática, SD, da forma como foi aplicada, profícua. Podendo, assim, ser utilizada em outros contextos de sala de aula de LE como mais uma opção de ensino.
26

THE EFFECTS OF INPUT MODALITY ON L2 WORD RECALL BY BLIND AND SIGHTED INDIVIDUALS

Valderrama Sepulveda, Laura Paola 01 August 2015 (has links)
Vocabulary acquisition plays an important role in second language students’ performance. In the process of learning vocabulary, students are exposed to different sorts of input that might affect the way their working memory processes, retains, and recalls the new information they are exposed to, which can be visual, auditory, haptic, or multimodal (Paivio, 1991). Research has been extensively done on the effects of input modality on working memory in L1 word recall tasks in individuals with normal development and also in individuals with visual disabilities; however, no attention has been given to the effects of input modality on working memory in word recall tasks in blind individuals in the realm of second language learning. The current research sought to investigate the effects of input modality on working memory in L2 word recall tasks with the goal of determining if the lack of access to visual stimuli would have any substantial effects on L2 word retention and recall. It was predicted that participants would do better on those word recall tasks that involved the use of more than one modality simultaneously and that lack of access to visual stimuli would not negatively affect L2 word recall. To address these issues, we devised two word recall experiments: experiment 1 for the blind participant of the study (a 24 year old female graduate student who is an English native speaker), and experiment 2 for the sighted participants. Both experiments comprised a Digit Span Test, 4 word recall tasks in which participants were exposed to four different lists of high frequency Spanish words and their English translations in different modalities (Oral, Written (Braille), Oral+Written (Braille), Haptic/visual+Oral), and an interview. Thirty (16 females, 14 males) American English Native speakers who were sighted with ages ranging from 19 to 37 participated in this study; half of them were blindfolded for the last word recall task (Haptic+Oral). The results for both experiments showed that contrary to our predictions and to what dual coding theories claim, our participants were able to recall more words in those tasks that involved the use of only one modality. In part this may be attributed to 1) the fact that it was the first time these participants were exposed to Spanish vocabulary and so it made it more difficult for their working memories to integrate modalities and 2) an information overload since the stimulus words were presented with their translation. Moreover, the lack of access to visual stimuli did not have a strong effect in those participants who were blindfolded, which may be explained by the fact that the oral and haptic input triggered the use of mental imagery when retaining and recalling the words. Finally, the practical and pedagogical implications of the findings of the present study, as well as recommendations for the future research are discussed.
27

Storytelling and vocabulary development within the EFL-classroom in Sweden

Hedberg, Sofie January 2020 (has links)
Due to our constantly evolving society and our opportunity to communicate across borders,English language learning is becoming increasingly important for the individual and his/herability to act and live in the world. The importance of learning English as a foreign language(EFL) is also emphasized in the Swedish curriculum, which further states that the teaching inthe lower grades of schooling should focus on communicative skills such as vocabularyacquisition. This is in line with previous research studies which describe that the knowledge ofvocabulary is main key to learn a language. Previous research studies have been done withinthis area of EFL teaching where storytelling has been used as a method for English vocabularyacquisition. The results of these research studies indicate that the storytelling method is verybeneficial to use within EFL teaching in the lower grades of schooling as it creates a teachingcontent familiar and interesting to the students. With the knowledge of the importance ofvocabulary acquisition and, the benefits the storytelling method can contribute with it isinteresting to further investigate how this method is implemented in a Swedish context. As ofthis, the main aim of this empirical study is to investigate how storytelling can be used as amethod for teaching English vocabulary to 1-3rd grade EFL students in Sweden and also, whatteachers think about this method.To collect data to this study six semi-structured interviews were conducted with 1-3rd gradeteachers in Sweden. The results show that the informants have an overall positive attitudetowards storytelling as a method to teach English vocabulary. Additionally, all teacher expressthat they use this method in their own EFL teaching but in various extent. The most interestingfindings were the different approaches the teachers use within the storytelling method and also,how the teachers support their students in order to enhance their comprehension of the teachingcontent. Future research within this area is needed and specifically within a Swedish context.More research on the storytelling method and its possibilities to EFL acquisition could strengthen the argument why this method should be used more frequently to teach vocabulary within EFL education in Sweden. / <p>Engelska</p>
28

Vocabulary Profiles of Authentic Texts used by Upper Secondary English teachers : A lexical analysis of authentic texts used in EFL classrooms

Ståhlberg, Jonathan January 2021 (has links)
The purpose of this essay is to investigate whether the vocabulary in authentic texts used by upper secondary English teachers teaching the course English 7 reach the expectations set by the Swedish National Agency for Education and the CEFR. This was done by analysing 26 texts contributed from five teachers with vocabulary profile web tools such as Text Inspector and Compleat Lexical Tutor. The analysis focused on word frequency and the CEFR levels.. The word frequency results showed that the vocabulary difficulty of teachers’ texts deviated slightly of being too simple or difficult for English 7 students, while the CEFR results showed that the vocabulary difficulty was too advanced for English 7 students. Although the results deviated from one another, the vocabulary difficulty of the teachers’ texts was often similar to each other. Furthermore, the results showed that the vocabulary difficulty often variated between text genres. The study, therefore, reasoned that the English 7 teachers enact their agency by selecting texts that they not only believe are suitable for their students but also will be suitable for students with different language proficiencies. The study concluded that English 7 teachers select texts of similar vocabulary difficulty and that English 7 students read authentic texts that contain advanced vocabulary that goes beyond the expectations of the CEFR. The study also suggested that further research should investigate how the CEFR should be interpreted and that similar studies should include a closer engagement with the teachers to obtain their views on how and why they select particular authentic texts.
29

The Accuracy of EFL Self-assessments made by Swedish Primary School Students

Hansen, Helena January 2021 (has links)
The objective of this study was to examine the accuracy of Swedish primary school students’ EFL self-assessments. Self-assessment is an important component of formative assessment, which is the main tool used by Swedish primary school teachers when evaluating EFL proficiency. In the study, a survey and a vocabulary picture test were conducted. The survey consisted of Likert-scale statements and was used for students’ EFL self-assessments. It was followed by an English vocabulary picture test to evaluate students’ English vocabulary. To investigate whether there was a correlation between the results of students’ self-assessments and their results on the vocabulary picture tests, a Spearman’s rank correlation coefficient was produced. Furthermore, results were also analysed by individual, item, and gender. In conclusion, EFL self-assessments made by the students were found to have a weak correlation of 0.22 to their results on the English vocabulary picture test. Thus, the findings of this study indicate that young Primary School students’ EFL self-assessments should not be used as the sole evaluation of English proficiency.
30

Game-Based Language Learning in ESL Classrooms: Effective Interventions and Influences on Students’ Vocabulary Acquisition, Communicative Competence and Writing / 第二言語としての英語教室におけるゲームベースの言語学習:学生の語彙習得、コミュニケーション能力、ライティングへの効果的な介入とその影響について

Wang, Qiao 23 March 2020 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22538号 / 人博第941号 / 新制||人||224(附属図書館) / 2019||人博||941(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 准教授 勝又 直也, 教授 西山 教行 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

Page generated in 0.0593 seconds