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Showing 1 to 2 of 2 (0.053 seconds)Spelling suggestions: "subject:"ford family"" "subject:"word family""
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Mental Representation of Word Family Structure: The Case of German Infinitives, Conversion Nouns and Other Morphologically Related FormsOpitz, Andreas, Bordag, Denisa, Furgoni, Alberto 09 November 2023 (has links)
This study investigates how two non-finite forms, infinitives and conversion nouns, are
represented in the mind of L1 and L2 speakers and what is their relationship to other
members of the corresponding word family. German native speakers and proficient
German learners with Czech as L1 participated in four overt priming experiments involving
a grammatical judgement task. We investigated the relationship between infinitives
(Experiment 1) and conversion nouns (Experiment 2) and formally identical verbal or noun
forms. We further focussed on the relationship between conversion nouns and regular
nominal derivation forms with two derivational suffixes: -er and -ung (Experiments 3 and
4). Our results show that the two non-finite forms differ in their relations to other members
of a word family and do not constitute a special class of non-finites as suggested in
previous literature. While German infinitives seem to be closer related to finite verbal forms,
conversion nouns behave in the same way as other regular nominal derivatives within the
same word family. As for the German L1 and L2 contrast, no significant difference in the
mental representation of the examined forms was found. This finding suggests that with
respect to the explored phenomena, proficient learners rely on the same linguistic
organisation as L1 speakers.
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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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