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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.
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Showing 1 to 2 of 2 (0.02 seconds)Spelling suggestions: "subject:"headword"" "subject:"headwords""
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K problematice kolokability u adjektivních vstupů ve Velkém německo-českém akademickém slovníku (VNČAS) / On Collocation Problems in Adjective Entries. Problematic Cases in the Large German-Czech Academic DictionaryOliva, Jakub January 2012 (has links)
The aim of the given work was to point out the problems of the collocability of german adjectives in dictionaries and on the basis of the executed analysis to suggest possible solutions which could be exploited in the entries. The primary information sources were the german dictionary Duden and the german-czech dictionary Siebenschein, the secondary ones were the internet corpus DeReKo and the web search engine Google. The dictionary collocations should not be chosen by the criterion of their quantity, but by the criterion of their usefulness. They should exemplify the differences between both languages and they should be used as the assure instance for the dictionary user.
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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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