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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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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.
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Showing 1 to 3 of 3 (0.085 seconds)Spelling suggestions: "subject:"3nglish language -- ford frequency"" "subject:"3nglish language -- word frequency""
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Structural characteristics of electronic discourse : a comparative analysis of InterChange textKo, Kwang-Kyu January 1994 (has links)
This study was designed 1) to reveal the structural characteristics of an electronic discourse text, namely InterChange, and 2) to associate the characteristics with underlying functional factors in comparison with spoken and written discourse. The characteristics of Interchange were examined in terms of frequency and discourse functions.This comparative analysis has revealed that the structure of Interchange is characteristically different from spoken and written discourse. Comparatively speaking, in Interchange electronic discourse, interpersonal involvement is far higher than in written discourse, but slightly lower than in spoken discourse. The fragmentary quality is generally higher than spoken discourse as well as than written. Syntactic and semantic variation falls between spoken and written discourse.Three distinctive feature distribution patterns emerged in the analysis of Interchange features, with which the underlying discourse mechanism of Interchange was interpreted. The linguistic features in Pattern I occur with higher frequency than in written discourse, but lower than in spoken. It was posited that this occurrence pattern of Interchange features reflects the mutual interaction of elements of speaking and writing. The linguistic features in Pattern II occur with higher frequency than in both spoken discourse and written discourse, and the linguistic features in Pattern III occur less often than in both spoken discourse and written discourse. It was suggested that this may be due to functional needs. / Department of English
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Vocabulary acquisition in the middle grades: a conceptual approachPaige, Patricia L. 01 January 1991 (has links)
No description available.
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An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high schoolCreighton, Graham Robert 10 1900 (has links)
In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects.
This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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