Research has consistently shown that ESL students lag behind their EL1 peers in English oral vocabulary skills. Despite this lag in English vocabulary skill development and the important role that vocabulary plays in key models of English writing development, recent results indicate that for ESL children becoming both orally proficient and literate in English since kindergarten, their writing achievement is on par with EL1 students. To date, no research has examined the lexical quality of ESL students’ writing across various measures, and in relation to oral vocabulary. This study examines (1) how EL1 and ESL children’s writing compares on different indices of lexical quality, and (2) whether there is an association between oral vocabulary knowledge and lexical quality in the writing of EL1 and ESL children. Results indicate that, in contrast to the differences in their respective levels of oral receptive vocabulary, EL1 and ESL children are using vocabulary of roughly the same quality in their writing. However, results did suggest that there are different patterns of associations between different vocabulary measures based on language group. / Graduate / 0282

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Thesis (Ph.D.)--Tufts University, 1999. / Adviser: Phillip J. Holcomb. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 103-113). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

97f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-13T17:28:19Z No. of bitstreams: 1 Dissert Isolda Lisbôa.pdf: 1326879 bytes, checksum: 5442b0cedaf3f2d71dae4c317834d9b4 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-16T17:03:45Z (GMT) No. of bitstreams: 1 Dissert Isolda Lisbôa.pdf: 1326879 bytes, checksum: 5442b0cedaf3f2d71dae4c317834d9b4 (MD5) / Made available in DSpace on 2013-05-16T17:03:45Z (GMT). No. of bitstreams: 1 Dissert Isolda Lisbôa.pdf: 1326879 bytes, checksum: 5442b0cedaf3f2d71dae4c317834d9b4 (MD5) Previous issue date: 2005 / A importância do papel do léxico no ensino e aprendizagem de 2ª língua ? inglês é um tema que vem crescendo em número de pesquisas e apresentações nos últimos anos, revelando uma maior atenção e interesse sobre um componente ? o léxico ? que se julgava ser secundário no processo de ensino e aprendizagem. O presente trabalho segue esta tendência, na medida em que tem como objetivo comprovar a eficácia de técnicas de abordagem lexical no desenvolvimento da competência lexical dos aprendizes do inglês como língua estrangeira. O método de abordagem utilizado foi o hipotético-dedutivo. Na pesquisa ação desenvolvida, os grupos foram selecionados por nível de proficiência. O tratamento estatístico aplicado foi o projeto antes-depois com grupo de controle. A análise por comparação quantitativa e qualitativa, em diferentes estágios da pesquisa, revelou resultado positivo, apontando um desenvolvimento da competência lexical dos aprendizes, por meio da diminuição do número de erros de ordem lexical cometidos ? em três das quatro variáveis pesquisadas ? e por conscientização dos alunos da existência e importância das preferências colocacionais no desenvolvimento de suas competências lexicais. O trabalho, no entanto, ao invés de conclusivo, abre uma perspectiva de se ampliar os estudos sobre o tema, privilegiando o ensino e aprendizagem de 2ª língua? inglês. / Salvador

Es natural que la lengua materna de un bilingüe cambie. Sin embargo, si un individuo vive en un contexto donde se habla su segunda lengua como lengua mayoritaria, si usa constantemente su segunda lengua y si el uso de su lengua materna ha disminuido, es muy probable que se vea afectado por la atrición de las habilidades lingüísticas. Esta investigación se concentra en el estudio de la atrición léxica del español como lengua materna. Los participantes son mexicanos adultos con educación universitaria entre los 25 y los 35 años de edad, los participantes del grupo experimental (n=10) inmigraron a los Estados Unidos después de los 17 años de edad, y han vivido en este país entre 5 y 16 años. Los participantes del grupo de control (n=10) residen en México y nunca han vivido en un país de habla inglesa. Tres medidas se obtuvieron y analizaron estadísticamente para determinar si el grupo experimental está siendo afectado por la atrición de la lengua: en las medidas de diversidad y la sofisticación léxica los resultados de la investigación revelaron una diferencia estadísticamente significativa entre ambos grupos. Estos resultados resultan similares a los de Keijzer (2017), Schmid y Dusseldrop (2011); y Yilmaz y Schmid (2012). No hubo diferencia en la prueba de fluidez verbal. Los resultados no revelaron significancia de la edad, el tiempo de arribo y el sexo en la media de los resultados, y de la misma manera no se encontró una correlación de los resultados de las pruebas léxicas con el uso del idioma, debido quizá al tamaño de la muestra.

Thesis (M.A. (African Languages)) -- University of Limpopo, 2004 / Refer to the document / Department of Sports, Arts and Culture

This report describes the organization and content of lexical information required for the task of machine translation. In particular, the lexical-conceptual basis for UNITRAN, an implemented machine translation system, will be described. UNITRAN uses an underlying form called lexical conceptual structure to perform lexical selection and syntactic realization. Lexical word entries have two levels of description: the first is an underlying lexical-semantic representation that is derived from hierarchically organized primitives, and the second is a mapping from this representation to a corresponding syntactic structure. The interaction of these two levels will be discussed and the lexical selection and syntactic realization processes will be described.

The purpose of this thesis has been to study vocabulary elicited from ten different areas of subject matter by means of limited time testing on mixed control-groups comprising ninety-nine students in the 16-17-18 year-old age range, of which 33 were monolinguals in Spanish (from Monterrey, Mexico), 33 were monolinguals in English (from Houston, Texas), and 33 were bilinguals (also from Houston). The history of such testing and its recent evolutions; important pre-testing discoveries; the manual and technological methods used in carrying out the actual testing; its rationale, and how vocabulary studies may be classified are important properties of the techniques and analyses of this study. The practical applications of lexical availability are seen in relation to what lexical availability is and how it may be measured. The testing was divided into distinct areas of subject matter and for each, the students gave, by means of a free association type response, words which they related directly or indirectly to one stimulus at a time. The participants were required to write down their responses as pretesting experimentation uncovered some severe disadvantages in using oraltype recording devices. Each stimulus was allowed two minutes. Lexical homogeneity to the highest degree possible was desirable; therefore, subject matters were selected on a basis of universality. The socioeconomic and sociocultural backgrounds of the Spanish speaking monolinguals was seen to be advantaged over that of the English speaking monolinguals and the bilinguals, based on the occupational statuses of their families and types of city districts wherein their homes are found. The analytical development of the results brought to light some surprising findings. The English speaking monolinguals ranked first in production of total lexical items (6,/140); the Spanish speaking bilinguals ranked second in total production (5,672); English speaking bilinguals ranked third (5,572) and Spanish speaking monolinguals totaled 4,696 items, ranking fourth. As to different items, Spanish speaking bilinguals produced 2,539, ranking first; English speaking monolinguals elicited 2,454, ranking second; English speaking bilinguals ranked third with 2,384 and Spanish speaking monolinguals yielded 1,904 different items, ranking fourth. Females consistently outranked the males in lexical production-by 11.59% in total items and 10.89% in different items. Of the 22,380 total items produced, girls elicited 13,404 to the males' production of 8,976 (weight-corrected figure: 10,145). That portion of the entire corpus which yielded items of 8 occurrences or more comprised 44.81%. Significant to the study of lexical availability is cognitive concomitance; that is, the degree of universal agreement to be found concurrent to the participating group. In the case of this study, the fact that 45% (rounded figure) of the lexical items were shared by and dispersed to such a substantial degree among all informants was confirmation of lexical homogeneity.

Émile Zola rend compte de sa vision du progrès scientifique établie en concordance avec la doctrine littéraire du naturalisme et le contexte historico-scientifique du Second Empire français, dans le contexte sociologique d’exode rural de cette fin du XIXe siècle caractérisant les campagnes françaises. En alliant ces trois données déterminantes, Zola est parvenu à nous livrer une oeuvre forte recélant un certain type de scientificité, non conforme aux canons idéaux littéraires et sociaux de l’époque. Il s’appuie sur les doctrines de la méthode expérimentale de Claude Bernard et de l’hérédité de Prosper Lucas et d’autres médecins. La prédominance des champs sémantiques scientifique, héréditaire, alcoolique et violent détermine l’emploi d’un vocabulaire général basé sur des thématiques et des réseaux lexicaux particuliers. Le paysan est dépeint comme violent, ignorant, inéduqué, païen, alcoolique, animalesque, ayant l’esprit de clan et porté au lucre. Zola oppose la science et la religion pour la promotion de ses idées progressistes. / Émile Zola tells his vision about the scientific progress in concordance with the literary doctrine of naturalism and the historical and scientific context of the Second French Empire, in the sociological context of the rural exodus of the end of the nineteenth century characterizing the French contryside. Combining these three decisive facts, Zola manages to deliver a strong masterpiece containing a type of scientificity non conforming to the ideal literary and social canons of the time. He relies on Claude Bernard’s doctrines of experimental method and Prosper Lucas’heredity and the others medical practitioners. The predominance of scientific, hereditary, alcoholic and violent semantic fields defines the use of common vocabulary based on thematics and specific lexical networks. The peasant is depicted as a violent, ignorant, non educated, pagan, alcoholic, brutish, being clannish and attracted by the lucre. Zola oppose the science et the religion for promoting his progressive ideas.