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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 5 of 5 (0.058 seconds)Spelling suggestions: "subject:"first language (L1)"" "subject:"hirst language (L1)""
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An assessment of reading in first language (L1) and second language (L2) learners who experience barriers to learningLathy, Heidi Lisa Ireland 26 May 2008 (has links)
Not many studies exist in the literature on reading in South Africa which examine
the differences between the reading performance of first (L1) and second (L2)
language English speaking learners, particularly those who experience barriers to
learning. Using archival material from the Education Clinic of the University of
the Witwatersrand, this study compared the results on the Stanford Diagnostic
Reading Test (Brown Level) for a group of 43 high school L1 (20) and L2 (23)
learners identified as experiencing barriers to learning. In line with international
research on reading difficulties skills (Ben-Zeev, 1984; Baker, 1988; Drucker,
2003; Cummins, 1989,1991; Miller, 1984; Droop and Verhoeven, 1998), it was
found that the L2 students performed significantly below the level of their L1
counterparts in Auditory Vocabulary and Reading Comprehension. The results
on the Phonetic Analysis were found to be similar for both groups.
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Evaluating the Use of the L1 in a French Language ClassroomGuidi, Joyce Esther Hiaumiti 28 December 2021 (has links)
Researchers have explored how different balances of first language (L1) and target language (TL) use in a foreign language classroom impact students' fluency and proficiency in TL acquisition. Research has shown that the use of the L1 in a foreign language classroom is done in order to determine the most effective way to raise the proficiency of second language learners to the level that is expected within their classrooms (Lee & Muncie, 2006). The use of the L1 is not something that is uncommon, even in the highest levels of foreign language instruction, although some believe it could inhibit learner growth in target language (TL) acquisition (Tanveer, 2007). Some scholars contend that there is a place for the L1 to be used in a second language classroom, rather than relying on complete usage of the TL (Biggs, 1999). Results have been mixed when it comes to whether or not the L1 should be used as much as the TL, and studies have seldom investigated what students and teachers believe regarding that matter. To this end, the present study examines the impact of the use of the L1 vs the use of the TL on 50 students at different levels in the French language classroom. Subjects were all enrolled in French classes ranging from the 101-level to the 201-level, and the 8 student instructors teaching these levels also participated in this study. Both a student survey and a teacher survey were administered at the end of the semester in order to look at the use of the TL vs the use of the L1 among students and teachers in their classrooms. Results show that the utilization of the L1 in foreign language classrooms is preferred by the students but that it is not fully justified. Numerous proponents of L1 use (Atkinson, 1987; Cook 2001; Swain & Lapkin, 2000; Wells, 1999) have cautioned against excessive use, instead recommending that it be used judiciously, and according to learner need. Future researchers might consider surveying students who are learning in an environment where L1 use is similar to student demand on this survey (very high, especially for things like giving instructions), as well as surveying students who are exclusively using TL in their learning environment.
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Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom : A literature review on teachers’ use of first language and target language in the EFL classroomNääs, Anna January 2019 (has links)
There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.
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Comparing the Receptive Vocabulary Knowledge of Intermediate-level Students of Different Native languages in an Intensive English ProgramAlkhofi, Anas 01 January 2015 (has links)
Because most–if not all–intensive English programs (IEP) assign students to specific levels based on a placement test that does not involve any form of explicit vocabulary testing, some degree of variation in lexical knowledge of students within an individual class should not be surprising. However, very little research has ever quantified this variation. The current study fills the gap in this important area of TESOL research by investigating vocabulary variation among intermediate-level students at one IEP. Participants (N=79) were split into two main proficiency groups, high intermediate (N=28) and low intermediate (N=51). The 2K, 3K, and 5K levels from the Vocabulary Levels Test (VLT) were used as a vocabulary measure. In this study, VLT scores were analyzed by proficiency level and by students' original individual classes (N=7). The results revealed considerable vocabulary variation. In some instances, vocabulary size varied by 900 word families per student. First language influence was also investigated by comparing the largest two language groups in the sample, Arabic (N= 28) and Spanish (N=12). Spanish-speaking students significantly outperformed the Arabic speaking students in all vocabulary measures (except for the 2K level). The study, therefore, raises questions about the approaches used in teaching a class that has both Spanish and Arabic speakers. Implications and suggestions for further studies are discussed.
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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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