published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

本研究旨在探討台灣高中學生學習英語字彙時所使用之學習策略，除了解各種不同字彙學習策略的使用頻率情形，找出較常和較少使用之字彙學習策略，探求字彙學習策略的使用和字彙成就表現的關係外，並找出字彙成就高者和字彙成就低者對學習策略使用之不同處，藉此，俾能提供老師有效教學及學生有效學習字彙之依據。 本研究以271位高三學生為調查對象，研究工具為字彙學習策略問卷和字彙測驗。分析方法主要採量化分析，包括描述性統計、皮爾遜積差相關分析及獨立樣本t檢定。 本研究結果如下：(一)最常使用的是認知策略，最少使用的是社會策略。(二)學生偏愛機械記憶或與拼字及發音有關之策略。(三)學生的策略使用和其字彙成就表現有明顯相關。(四)字彙學習成就較高者與字彙成就學習較低者在策略使用上亦有明顯差異。高字彙學習成就者較喜重複念誦記憶單字的策略，並傾向於有上下文的情境中學習單字；低字彙學習成就者偏愛重複書寫的策略，並傾向學習孤立的單字。 / This study investigated the vocabulary learning strategies used by senior high students in Taiwan. The aim was (a) to investigate the frequencies of different vocabulary learning strategies use; (b) to find out the most and the least frequently used strategies; (c) to explore the relationship between strategy use and vocabulary size; and (d) to identify the differences in strategy use between good and poor learners. A total of 271 senior high students in northern Taiwan participated in the study. A vocabulary learning strategies questionnaire and a Vocabulary Levels Test were administered to the participants as instruments. The collected data were analyzed by using SPSS version 10.0, including descriptive statistics, Pearson product-moment correlations, and independent-samples t-tests. The results are summarized as follows. (1) Cognitive strategies were reported as the most frequently used strategies while metacognitive and social strategies the least frequently used strategies. (2) Students favored strategies related to “rote repetition” or “the form of a word.” (3) Students’ strategy use was significantly correlated with their vocabulary size. (4) There was a significant difference in strategy use between good and poor learners. Good learners tended to learn words in context while poor learners tended to learn words in isolation. The findings of the study suggest that teachers should introduce students to a variety of vocabulary learning strategies, especially deep strategies and strategies related to context.

The purpose of this study was to explore the relationship between lesson interaction patterns and fourth-grade Guamanian students' reading comprehension. In the last decade, a variety of new approaches have emerged in the field of education that extend our ability to better understand the teaching-learning process. These approaches allow close and detailed examination of how teachers and their students interact in creating classroom settings, particularly as they refer to reading lessons. The present study continued the investigation of classroom participation structures and their relationship to reading comprehension in a multilingual and multicultural setting. Three reading discussion lessons were observed and audio- and videotaped in four, fourth-grade classrooms in Guam during the months of November 1989 to April 1990. Of the three discussion lessons, one was selected for in depth analyses. Students were in the Level 11 reading group of the Silver Burdette-Ginn Basal Reader Series. Teachers were instructed to teach their lessons according to their usual procedures. No attempt was made to alter delivery of instruction. From transcriptions of the audio- and videotapes, Mehan's (1979) procedures were used to describe turn-allocation and speech act procedures. In addition, retellings were analyzed utilizing the retelling profile developed by Mitchell and Irwin (1991). Although the study was conducted in schools with bilingual, multicultural and multilingual teachers and students, the participation structures found in these Guam classrooms appear no different from the participation structures found in most American classrooms. In terms of the questions being explored in this dissertation, sensitivity to the linguistic and cultural background of Guamanian students was not evident. The results of the qualitative and quantitative analyses of the data pointed to three major findings. First, variability existed in the participation structures found in the four, fourth-grade reading discussion lessons. Second, there were minimal differences in participation structures when teachers who adhered closely to basal reader material and instruction were compared with teachers who did not adhere as closely to basal reader material and instruction. Third, the study suggests that the participation structures found in the four, fourth-grade reading discussion lessons were related to the reading comprehension of these fourth-grade Guamanian students.

The purpose of the thesis is to examine how adult immigrants in Romania describe the learning strategies that have helped them integrate in the new culture. To be able to draw conclusions about migrants' learning strategies and what has made them work, I have looked at the experience of five immigrants who speak Romanian and who have successfully integrated in the Romanian culture. The study employs a qualitative methodology, information has been collected through semi-structured interviews and analyzed using thematic analysis and a framework approach to data analysis. The key findings of the thesis are that integration through education, specifically through language learning, takes place more effectively if migrants are driven by intrinsic goals or if they internalize the extrinsic rewards that they expect upon completion of their goals. These findings can be put into practice to form better strategies and actions steps in organizational programs that aim at integrating migrants. They can also be brought to the knowledge of migrants looking to successfully integrate, to make them aware of how their choices and goals, even those apparently unrelated, can impact the outcome of their integration efforts.

v TITTLE: Special Education Support for University Students with Dyslexia ABSTRACT: The diploma thesis is focused on special education support for university students with dyslexia. The task of the theoretical part is to describe diagnostics, learning strategies, reeducation of dyslexia and possible support for students with dyslexia at the university. The theoretical was drawn from the scientific literature. The aim of practical part is to detect how Universities provide support to their students. The aim was achieved by using analysis of university documents and websites and survey. KEYWORDS: dyslexia, special education support, learning strategies, university, student

The gathered data in this research provides pastors, Christian educators, and other educators with a better understanding of multi-sensory teaching and advanced multi-sensory teaching and their influence on the cognitive domain. Specifically, this experiment seeks to determine if the use of multi-sensory teaching models could improve the impact of expository teaching in the cognitive domain, particularly as it relates to attention, comprehension, and retention in the life of the student. The different teaching methods are: (1) Mono-Sensory Teaching : Auditory Teaching; (2) Multi-sensory Teaching : Auditory + Visual Teaching; (3) Advanced Multi-sensory Teaching : Auditory + Visual + Kinesthetic Teaching. The work sets forth the cognitive objectives of the pastor-teacher, which include influencing the attention, retention, and comprehension of students. The research questions then ask: In expository preaching, does multi-sensory delivery and advanced multi-sensory delivery significantly influence attention, retention and comprehension? Literature was reviewed that considered the educational, neurological, and theological implications of multi-sensory teaching. Literature, which examines teaching styles and learning styles, is also included. This literature supports the theory that people have unique learning preferences by which they prefer to learn and by which they learn the best. The closer the teaching matches the learning style of the student, the more effective the learning of the student will be. A quasi-experimental posttest only design was conducted on a sample that included 923 individuals from 61 different nationalities. Students we treated with the three types of delivery and then observed to measure attention levels and post tested to measure comprehension and retention levels. Mono-sensory Delivery was the control group as no new teaching method was introduced. Multi-sensory Delivery was Tx 1 as the first new teaching variable was introduced. Advanced Multi-sensory Delivery was Tx 2 as the second new teaching variable was introduced. The test was conducted three times. Results of the three preaching methodologies were collected, interpreted, and conclusions were reached. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

The study presented in this thesis was motivated by the poor academic performance of many entrants to the School of Chemical and Metallurgical Engineering at the University of the Witwatersrand, Johannesburg, South Africa. The premise behind the study is that the learning practices of students – the way they typically go about studying and learning – has a significant bearing on the quality of their learning and consequently on their academic prospects at university. Accordingly, the objective of the study was to develop an evidence-based understanding of the learning practices of our students. The kind of understanding sought was one which could inform interventions and/or curriculum re-design that aim to improve the quality of our students’ learning by facilitating an improvement in the quality of their learning practices and, thereby, to reduce attrition. To the extent that our students are representative of entrants to engineering education in the country, the findings of the study could have relevance beyond the context of our school. The methodology employed to achieve the study’s objective was phenomenography. Based on interviews with 31 students from the 2008 entering cohort, qualitatively different types of learning practice were found in 6 different contexts of studying and learning. The variation in the learning practices in four of these contexts was investigated in detail. The practice that was found to exert the most direct influence on the quality of a student’s learning was their ‘mastering-practice’ – i.e. how a student typically relates to and engages with studying and learning when they focus exclusively on the mastering of the requisite knowledge, understanding and skills. Six levels of sophistication in mastering-practice were identified. Three other types of learning practice were also investigated in depth: learning management practice; class-room practice (how students engage with verbal input of course material); and test-focused study practice (how they typically prepare for tests and exams). The study identified five categories of variation in learning management practice, five categories of variation in classroom practice, and four categories of variation in test-focused study practice. It also found that these practices could influence the quality of a student’s learning by the way in which they constrained their mastering-practice or diverted attention away from the exercise of their mastering-practice. The inter-relations between the different types of practice are discussed. The findings from the phenomenographic studies were augmented by investigations into the dynamics associated with how the students learning practices changed during their first year at university. In addition, the study developed a number of pedagogical tools or procedures for interpreting findings of the kind developed in the study and for using them to guide the design of pedagogical measures for improving students’ learning by helping those students to modify their learning practices. Apart from some theoretical developments that emerged and the specific findings about the nature of the learning practices of our students, the study’s contribution to knowledge consists of a methodology for identifying the qualitative essentials of the developmental pathways which students need to negotiate if they are to develop their learning practice to a more sophisticated level.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters of Education (Educational Psychology), 2003 / Previous studies have addressed the question whether intellectual ability (as measured by the Raven's Progressivp Matrices Tests) is related to academic performance in engineering (Rushton & Skuy, 2000; Rushton, Skuy & Fridjhon, 2002; Rushton, Skuy & Fridjhon, 2003). The question arose of whether nonintellective (personality and attitudinal factors) playa larger role at this level, than intelligence, in determining academic performance in engineering university students. Accordingly, data were yielded for 93 percent (N=100) of the second year Chemical Engineering class in terms of their performance on various measures. These included two measures of intellectual ability, namely the Ravens Advanced Progressive Matrices (RAPM) and the Organiser (of The Learning Propensity Assessment Device), together with a measure of learning strategies and attitudes (Learning and Study Strategies Inventory), locus of control (Locus of Control Inventory) and self-esteem (Coopersmith Self-Esteem Inventory). The students' academic results comprised the December 2002 and June 2003 examination results. The current research results demonstrated that while neither the RAPM nor the Organiser yielded any significant correlations with academic results, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. Motivation, Autonomy and Freedom from Anxiety were found to be significantly related to academic performance, and contributed 26 percent of the variance. This indicates that these factors play a role in academic achievement, and that exploration of personality and motivational factors constitutes a potentially fruitful avenue of research. However, it also seems that 74 percent of variance was unaccounted for, and therefore future studies should explore other factors, not included in this study, in relation to engineering students' academic performance. Furthermore, it emerged that it is unrealistic to attempt to predict academic performance at midyear (June results). KEY WORDS: Intelligence, learning strategies, locus of control, self-esteem, engineering students, second year, and academic performance. / AC2017

Orientador: Ana Mariza Benedetti / Banca: Ana Maria Barcelos / Banca: Maria Helena Vieira Abrahão / Resumo: O objetivo deste trabalho é apresentar os resultados de uma pesquisa qualitativa, de natureza etnográfica e intervencionista (VAN LIER, 1988), realizada com alunos de uma 1ª. série do Ensino Médio de uma escola pública, cujo propósito é investigar como se caracteriza a relação entre as crenças desses alunos sobre leitura em língua estrangeira (LE) e o uso das estratégias de aprendizagem (EA) voltadas para a habilidade em questão. No primeiro momento, o foco de investigação deste estudo voltou-se para a identificação das crenças (BARCELOS, 1995, 2000; HORWITZ, 1998, 1999; PAJARES, 1992) que os alunos têm sobre leitura em LE (BRAGA E BUSNARDO, 1993; CARRELL et. alii, 1995; FAIRCLOUGH, 1989; KATO, 1995; KLEIMAN, 1989), bem como das estratégias de leitura por eles utilizadas (COHEN, 1998; O'MALLEY E CHAMOT, 1990, 1994; OXFORD, 1990). No segundo momento do percurso investigativo, durante o qual foi realizado um trabalho de conscientização sobre o uso das EA, a atenção centrou-se na análise de dois aspectos principais: a) o desempenho dos alunos como leitores em LE ao utilizarem as EA de maneira consciente e b) a relação entre suas crenças sobre leitura e as EA das quais eles se utilizam. Para o desenvolvimento desta investigação, os seguintes procedimentos e instrumentos foram utilizados para a coleta dos dados: observação direta das aulas, gravações em áudio, questionário semi-estruturado, entrevista semi-estruturada, sessões de protocolo verbal e logs. Esses dois últimos, em especial, possibilitaram o acompanhamento contínuo do desempenho dos alunos durante leituras em inglês. A análise dos dados sugere que há uma estreita relação entre as crenças que os alunos têm sobre leitura em LE e o uso das EA, sendo que estas são influenciadas por aquelas. / Abstract: The purpose of this dissertation is to present the results of a qualitative research of an etnographic and interventionist nature (VAN LIER, 1988), which was carried out with high school students from a 1st grade in a state school. The study focuses on the relation between the learners' beliefs concerning reading in a foreign language - English (FL) and the learning strategies (LS) used by them. In the first stage, the investigation turned to the identification of the beliefs (BARCELOS, 1995, 2000; HORWITZ, 1998, 1999; PAJARES, 1992) that students have about FL reading (BRAGA E BUSNARDO, 1993; CARRELL et. alii, 1995; FAIRCLOUGH, 1989; KATO, 1995; KLEIMAN, 1989), as well as the LS (COHEN, 1998; O'MALLEY E CHAMOT, 1990, 1994; OXFORD, 1990) they used during the reading act. In the second stage of the investigative route, throughout which students went through an awareness process about the existence and the use of LS, the analysis focused on two main aspects: a) the students' performance as FL readers when they made conscious use of the LS and b) the relation between their beliefs and the LS which they used. In order to develop this study, the following research procedures and instruments were used to collect data: classroom observation, audio recording, semi-structured questionnaires, a semi-structured interview, verbal protocols and logs. These two last ones, specifically, allowed a close monitoring of the students' performance during the reading process. The data analysis suggests that there is a close relation between the learners' beliefs concerning FL reading and the use of LS in that the former influences the latter. / Mestre