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  • About
  • 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.
11

Effects of collaborative output on Chinese EFL learners' lexical learning

Niu, Ruiying., 牛瑞英. January 2008 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
12

An investigation of the effectiveness of three presentation methods onvocabulary retention by post-secondary five diploma students and theiruse of memory strategies in L2 vocabulary acquisition

Sze, Pui-shan, Carol., 史佩珊. January 1998 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
13

Approaches to the teaching of vocabulary: theeffects of monolingual and bilingual presentation of lexical items onvocabulary acquisition

Smallwood, Ian M. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
14

Word Association and L2 vocabulary acquisition

Poon, Fung-ying., 潘鳳英. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
15

Vocabulary learning strategies and English language outcomes: a study of non-English majors at tertiarylevel in China

顧永琪, Gu, Yongqi. January 1997 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
16

Effectiveness of the keyword method in teaching English vocabulary to Cantonese-speaking students.

January 1989 (has links)
by Yeung See-shing. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 149-171.
17

Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods

Bess, Michael William 04 May 1994 (has links)
Long-term studies with both native and non-native speakers of English have shown that vocabulary can be learned passively or "incidentally" simply through the act of reading, even through reading for pleasure. Generally, studies of incidental vocabulary learning have tested subjects' knowledge of words learned after reading novels or other longer works of prose fiction. Eighty-four students from a short-term ESL program participated as subjects in this study. Subjects were divided into three treatment groups and one control group. All subjects were given a 100-i tern word-recognition pretest, containing 45 test words and 55 dis tractors. The three treated groups were each given three treatments meant to increase their vocabulary knowledge: Vocabulary exercises alone, short story reading alone, and a combination of vocabulary exercises and short story reading (using a short story which contained the words taught in the exercises). Fifteen of the 45 test words were taught under each treatment. All subjects were then given a 45-item multiple-choice post-test, testing the 45 vocabulary words taught in the three treatments. It was hypothesized that story-reading alone would produce the highest gains between pre- and post-test scores, exercises and story together would produce median scores, and exercises alone would produce the lowest scores. Analysis of the data revealed a much different pattern: Story-reading alone actually produced the lowest score gains, while the two treatments involving exercises produced gains that were similarly high. Apparently, vocabulary exercises combined with a short story provided the extra context and practice the subjects needed to learn those words better than did story reading alone. Vocabulary exercises alone produced better scores than story reading alone perhaps because the subjects were accustomed to the task of learning vocabulary words through exercises, and because the task (learning words) was obvious. The subjects were probably not accustomed to learning words simply through reading stories, nor was the task of learning words obvious in that case. Thus, given the special parameters of this study and its subjects, score gains were lowest on the treatment that was expected to produce the highest gains.
18

Categorization and L2 vocabulary learning: a cognitive linguistic perspective

Xia, Xiaoyan., 夏晓燕. January 2011 (has links)
published_or_final_version / English / Doctoral / Doctor of Philosophy
19

An investigation of the effectiveness of the mnemonic technique in theacquisition and retrieval of vocabulary by Chinese-speaking Form Onestudents

Chan, Lai-ping, Ivy., 陳梁麗萍. January 2000 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
20

The effect of intensive vocabulary study on average achievement

Stone, Nunley Holman, 1894- January 1936 (has links)
No description available.

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