Global ETD Search

61	Assessing grade 7 students' English vocabulary in different immersion contexts Scheepers, Ruth Angela 30 November 2003 (has links) Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics / (M.A. (Linguistics)) Deep immersion Immersion Vocabulary size Shallow immersion Model-C schools Primary school students High frequency vocabulary Low frequency vocabulary Productive vocabulary Second language learners Lexical Frequency Profile English language -- Grammar. Vocabulary -- Evaluation. Scholastic Aptitude Test.
62	Assessing grade 7 students' English vocabulary in different immersion contexts Scheepers, Ruth 30 November 2003 (has links) Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics and Modern Languages / (M.A. (Linguistics)) Deep immersion Immersion Vocabulary size Shallow immersion Model-C schools Primary school students High frequency vocabulary Low frequency vocabulary Productive vocabulary Second language learners Lexical Frequency Profile English language -- Grammar. Vocabulary -- Evaluation. Scholastic Aptitude Test.
63	El estudio en el extranjero: Hacia un enfoque en las expectativas Tuttle, Alan Robert 18 December 2012 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / El propósito de esta investigación es ahondar más en las expectativas que forman los estudiantes de un programa Máster de la enseñanza de segunda lengua para su experiencia de estudio en el extranjero (EE). El investigador intenta observar la formación y la evolución de estas expectativas y, después del programa, la realización percibida de estas expectativas y sus posibles explicaciones. También espera ver la conexión entre la formación y realización de sus expectativas y estar en programa de enseñanza de segunda lengua. Además, se considera que esta investigación valdrá para evaluar informalmente la experiencia de EE provista por el programa de Másters en la enseñanza de segunda lengua y para arrojar más luz sobre qué expectativas son realistas para un programa de este tipo. Estudio en el extranjero Las expectativas Másters Foreign study Competence and performance (Linguistics) Language and culture -- Spain Intercultural communication Spanish teachers Sociolinguistics Master of arts degree
64	Разработка методики интенсивного формирования коммуникативной компетенции на уроках РКИ : магистерская диссертация / Development of the method of intensive formation communicative competence at russian as foreigner classes Аксенова, Л. О., Aksyonova, L. O. January 2022 (has links) Данная выпускная квалификационная работа посвящена разработке методики интенсивного формирования коммуникативной компетенции на уроках РКИ. В работе рассматриваются современные интенсивные методики изучения иностранных языков, выделяются основные, которые стали базой для построения курсов для обучения РКИ. Также сделан акцент на сложностях, с которыми сталкиваются иностранные студенты при изучении русского языка. Проанализирована возможность применения интенсивного курса по отношению к русскому языку. Во второй главе дана теоретическая основа и организация опытно-поисковой работы по формированию коммуникативной компетенции на уроках РКИ. Представлены уроки из разработанной методики и подведены итоги, проанализированы результаты. / This final qualification work is devoted to the development of a methodology for the intensive formation of communicative competence in the lessons of Russian as a foreign language. The paper discusses modern intensive methods of learning foreign languages, highlights the main ones that have become the basis for building courses for teaching Russian as a foreign language. The emphasis is also placed on the difficulties that foreign students face when studying the Russian language. The possibility of applying an intensive course in relation to the Russian language is analyzed. The second chapter gives the theoretical basis and organization of experimental and search work on the formation of communicative competence in the lessons of Russian as a foreign language. The lessons from the developed methodology are presented and the results are summed up, the results are analyzed. ИНТЕНСИВНЫЕ МЕТОДИКИ ИНОСТРАННЫЕ ЯЗЫКИ МЕТОД ПОГРУЖЕНИЯ ГИПНОПЕДИЯ РИТМОПЕДИЯ РИТМОПЕДИЯ ЭКСПРЕСС-МЕТОД ИНТЕЛЛ-МЕТОД MASTER'S THESIS COMMUNICATIVE COMPETENCE INTENSIVE METHODS RUSSIAN AS A FOREIGN LANGUAGE FOREIGN LANGUAGES SUGGESTOPEDIC METHOD EMOTIONAL-SEMANTIC METHOD IMMERSION METHOD HYPNOPEDIA RHYTHMOPEDIA RELAXOPEDIA EXPRESS METHOD INTEL METHOD
65	Acquisition d'une seconde langue en milieu scolaire: évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais Lecocq, Katia 14 February 2008 (has links) Une évaluation longitudinale (de la 1ère à la 6ème année primaire) a été réalisée auprès d'enfants francophones apprenant le néerlandais comme langue seconde dans un contexte scolaire d'immersion linguistique. Leur développement linguistique a été comparé à celui d'enfants monolingues francophones et néerlandophones. Les objectifs de la recherche consistaient à déterminer (1) les conséquences positives ou négatives de la méthode immersive sur le développement linguistique des enfants dans leurs langues maternelle et seconde, (2) la langue la plus appropriée aux premiers pas dans l'acquisition de la lecture et de l'écriture (la langue maternelle ou la langue seconde caractérisée par un système écrit plus transparent), (3) les difficultés spécifiques rencontrées par ces enfants en immersion (acquisition de séquences phonologiques spécifiques à la langue seconde, interférences entre langues, etc.).<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished Psychologie Bilingualism in children -- Belgium Bilingualism -- Psychological aspects Second language acquisition Bilinguisme chez l'enfant -- Belgique Bilinguisme -- Aspect psychologique Langue seconde -- Acquisition Psycholinguistique comparaisons inter-langues immersion linguistique bilinguisme Psychologie cognitive
66	Formación y uso de la tecnología de los profesores de escuelas de inmersión en español Lozano Argüelles, Cristina January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / El propósito de esta investigación es ahondar en los usos tecnológicos de los profesores de español y en la formación que han recibido para integrar las TIC en sus clases. En concreto, nos interesa saber su actitud y nivel de seguridad ante la tecnología, de qué recursos disponen y cuáles utilizan en sus clases, cómo aprenden a utilizarlos (formal e informalmente), qué problemas perciben y cómo les gustaría mejorar la integración de la tecnología en sus clases. El estudio se centra en un grupo de escuelas de inmersión de español en los estados de Indiana, Kentucky y Ohio. TIC formación docente escuela inmersión español L2 CALL Teaching -- Aids and devices Teaching -- Computer network resources Human-computer interaction Internet in education Education -- Computer network resources

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