Thesis (Ph. D.)--University of Wisconsin--Madison, 1928. / Typescript. Includes bibliographical references (leaves 267-270).

Thesis (D.A.)--Illinois State University, 1991. / Title from title page screen, viewed January 4, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Sandra Metts, Bruce W. Hawkins, Irene T. Brosnahan, Glenn A. Grever. Includes bibliographical references (leaves 169-181) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 111-112).

Thesis (Ed.D.)--Boston University. / Then immediate problem in this study is to ascertain the vocabulary needed by fourth, fifth, and sixth grade children in order to get meaning from printed material and spoken ideas basic to understanding in the social studies. A further purpose is to construct and evaluate a test which will measure the understandings of this social studies vocabulary of intermediate grade children. A companion study by Earley has the same purposes but employs a different technique. A diagnostic test of social studies vocabulary should enable teachers to discover the knowledge children have, thus providing a basis for teaching the specific vocabulary necessary for the understanding of social studies textbooks. The investigation merits attention in that much of the information that children acquire in social studies, at the intermediate grade level, comes from printed material. [TRUNCATED]

Submitted by Andanei Aparecida Honorato (andanei1988@gmail.com) on 2018-09-12T23:33:29Z No. of bitstreams: 1 DISSERTAÇÃO ENTREGA FINAL-merged.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-13T13:03:11Z (GMT) No. of bitstreams: 1 honorato_aa_me_sjrp.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) / Made available in DSpace on 2018-09-13T13:03:11Z (GMT). No. of bitstreams: 1 honorato_aa_me_sjrp.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) Previous issue date: 2018-08-15 / O propósito de aprender Inglês como Língua Estrangeira não se limita a seu caráter instrutivo de conteúdo escolar, mas principalmente de conhecimento necessário para a inserção e interação com o mundo, de modo a conhecer e refletir sobre contextos da realidade no mundo globalizado e pós-moderno. Nesse cenário, a tecnologia tem ampliado significativamente as formas de interação, conferindo instantaneidade e rapidez ao acesso às informações, difundindo conhecimento e, dessa forma, nosso interesse foi refletir de maneira geral sobre a tecnologia no ensino e aprendizagem de línguas estrangeiras e, de modo particular, sobre o tratamento do vocabulário no aplicativo Duolingo no ensino-aprendizagem de Inglês (LE) por aprendizes brasileiros. Procuramos identificar potencialidades e limitações do aplicativo para o desenvolvimento da competência lexical de aprendizes, inseridos ou não em contexto formal de ensino, isto é, analisando as atividades que poderiam ser exploradas por aprendizes autonomamente ou como atividades complementares por professores no contexto de sala de aula. A base teórica sobre a qual nos apoiamos para a realização desta pesquisa constitui-se de referenciais do campo da Lexicologia Aplicada ao Ensino ( LEFFA, 2000; LEWIS, 1993) e da pedagogia crítica centrada no papel do professor como teorizador da própria práxis (KUMARAVADIVELU, 1994, 2003, 2012a, 2012b). O percurso de investigação consistiu nas seguintes etapas: a) pesquisa documental sobre o tema geral da pesquisa (ensino e aprendizagem de LE) em alguns documentos oficiais (PCNs – Parâmetros Curriculares Nacionais, Diretrizes curriculares / Orientações Curriculares (Língua Estrangeira) e Quadro Comum Europeu de Referência para o Ensino de Línguas); b) analisar, à luz das teorias referenciadas neste projeto, o aplicativo Duolingo refletindo sobre suas potencialidades e limitações no ensino e aprendizagem de Inglês-LE, de modo a explorar conteúdos voltados para o aprimoramento da competência lexical. De caráter qualitativo e natureza teórico-bibliográfica, a metodologia para a presente pesquisa desenvolveu-se a partir da revisão bibliográfica da literatura que trata do ensino-aprendizagem de LE por meio da reflexão mediante um viés interpretativo sobre percepções e valores relacionados ao tema central da pesquisa: o vocabulário no ensino-aprendizagem de Inglês-LE. No tocante aos resultados atingidos, destacamos como potencialidades: a organização das atividades por campos semânticos, a ludicidade e a repetição de exercícios para fixação dos conteúdos; entre as limitações, destacamos: interface infantilizada, repertório limitado de vocabulário e predominância do método gramática-tradução. Acreditamos que este estudo possa ser relevante para mapear os recursos e as limitações do aplicativo Duolingo, contribuindo, assim, para situar aprendizes e professores quanto às potencialidades ou não dessa ferramenta digital no campo do ensino e aprendizagem de Inglês LE. / The purpose of learning English as a Foreign Language is not limited to its formal character into school content, but mainly by needs of knowledge for the insertion and interaction with the world, so as to know and reflect about real contexts into the globalized and postmodern world. In this scenario, technology has significantly expanded the forms of interaction, giving immediate and rapid access to information, spreading knowledge and, therefore, we are interested about reflecting generally, in the teaching and learning technology of foreign languages specially about Duolingo app during the teaching-learning process of English (LE). We tried to identify the potentials and limitations of the app during the learners lexical competence development, whether or not they are inserted in a formal teaching context, by, analyzing activities that could be explored by learners autonomously or as complementary activities by teachers into the classroom context. The theoretical basis on which we support this research consists in applied lexicology references (LEFFA, 2000, LEWIS, 1993) and critical pedagogy centered on the role of teacher as a theorist of own praxis (KUMARAVADIVELU, 1994, 2003, 2012a, 2012b). Among the objectives of this research are: a) to undertake documentary research on the general theme of research (teaching and learning LE) in some official documents (PCNs - Parâmetros Curriculares Nacionais, Diretrizes curriculares / Orientações Curriculares (Língua Estrangeira) e Quadro Comum Europeu de Referência para o Ensino de Línguas ; b) analyze, at the light of the theories referenced in this project, the Duolingo app reflecting on its potentialities and limitations in teaching and learning English-LE, in order to explore content aimed at improving lexical competence.The qualitative and theoretical-bibliographic nature of the present research was developed from a bibliographical review in the literature that deals with LE teaching and learning through reflection in an interpretative bias about perceptions and values related to the central theme of the research: the vocabulary in teaching-learning English-LE. Regarding the achieved results, we highlight as potentialities: the organization of activities by semantic fields, the playfulness and repetition of exercises in order to fix the contents; among the limitations, we highlight: infantilized interface, limited range of vocabulary and predominance of the grammartranslation method. We believe that this study may be relevant to map the resources and limitations of the Duolingo app, thus helping situate apprentices and teachers regarding the potentialities of this digital tool into the teaching and learning area.

Children with Autism Spectrum Disorders (ASD) have deficits in communication and delays in language development, but there have been few studies of their vocabulary. This study compared longitudinal parent report data from the MCDI collected for 49 children with ASD over three years with data from the MCDI norms. It focused on three aspects of lexical development: (1) change in lexical composition as evident in percentage of predicates/nominals; (2) order of emergence for predicate types and (3) predictive value of lexical variables for later grammatical development. ASD Groups were matched to typically developing group norms on total MCDI scores for each comparison. Subsequent analysis indicated: (1) no differences in the percentages of predicates/nominals for the two groups at 3 time points; and, (2) virtually identical orders of emergence for different predicate types with the exception of three meaning type categories—quantitative predicates, cognitive/affective predicates and predicates involving causal acts to change experiential states. Cognitive/affective predicates were found to come in somewhat later in ASD groups while quantitative predicates and predicates involving changes in experiential states came in earlier in ASD groups. This study also found (3) that lexical variables, especially number of predicates, strongly predicted grammatical complexity one year later, a process common in typical language development. The study concludes that lexical development in ASD follows the normal course, albeit later and more slowly. It also suggests that communication deficits in this population are rooted in challenges with social acts rather than from an inability to match meanings to words. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

The current case study evaluates a program of professional development aimed at engaging two groups of elementary teachers in communities of practice (CoPs) focused on improving teachers' vocabulary instruction and students' vocabulary learning. The professional development program took place over five months in the 2008-2009 school year. The purpose of the evaluation was to evaluate the merit and worth of the professional development program and identify changes that could be implemented by the primary evaluator in future efforts to develop and refine an effective method for teaching teachers about vocabulary instruction. An explanatory case study design was used to achieve a deep understanding of the program using both quantitative and qualitative data analyses. The evaluation measured aspects of collaborative practices engaged in by teachers over the course of the program, as well as teachers' instructional practices and students' leanring before and after program implementation. Evaluation questions were designed to explore the theory that teacher collaboration leads to increases in teacher knowledge and skills, which in turn lead to increases in teachers' classroom use of new knowledge and skills, which ultimately lead to increases in student achievement. Overall, the evaluation was successful in that it was able to clearly describe the collaborative practices engaged in by teachers, provide evidence of teacher and student learning, and provide extensive insights into changes and improvements that were then implemented in an extension to the CoP in the same district during the subsequent school year. Additionally, the evaluation uncovered key variables that may act to impede teacher collaboration.

No description available.

First year students at university level encounter various challenges that might impact on their success or failure. At this level, learning is fairly dependent on extensive and intensive reading, thus the reader should have an adequate vocabulary size to assist with the reading comprehension process. Knowledge of vocabulary (or words) is deemed an essential factor in reading proficiency, mainly because meaning is derived from words and also because of the connection between words and comprehension of text. This study investigated the particular relationship among vocabulary size and vocabulary depth and reading comprehension of 105 first year B.Ed. students majoring in English at a university in the North West Province. Also, the vocabulary test results of two different groups, first and fourth years, were compared to determine if advancement of vocabulary levels occur over the study period of four years. A quantitative research approach was used in which the study population was required to complete standardised vocabulary size and vocabulary depth tests, reading comprehension tests and a survey questionnaire. The results were statistically computed to determine the relationship between vocabulary size and breadth and reading comprehension. The results showed a positive and significant effect size correlation between vocabulary size and depth, and reading comprehension. The participants in the study were mainly Afrikaans speaking students who received their school education in Afrikaans. The instruments used in the research were the Vocabulary Levels test (Nation, 1990), Read’s Word Associates Test (1992) and TOEFL reading comprehension tests. The questionnaire was added to determine previous exposure to English and current reading habits of the participants. A two-tailed Pearson product moment correlation and multiple regression analyses were run in order to determine which of the variables, vocabulary size or depth, makes a more significant contribution to reading comprehension and also to establish which variable was the most significant predictor of academic success in the June examination. Vocabulary size was identified as predictor for success in the June examination; furthermore, if gender is used as independent variable, different vocabulary size tests are identified for males and females. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

First year students at university level encounter various challenges that might impact on their success or failure. At this level, learning is fairly dependent on extensive and intensive reading, thus the reader should have an adequate vocabulary size to assist with the reading comprehension process. Knowledge of vocabulary (or words) is deemed an essential factor in reading proficiency, mainly because meaning is derived from words and also because of the connection between words and comprehension of text. This study investigated the particular relationship among vocabulary size and vocabulary depth and reading comprehension of 105 first year B.Ed. students majoring in English at a university in the North West Province. Also, the vocabulary test results of two different groups, first and fourth years, were compared to determine if advancement of vocabulary levels occur over the study period of four years. A quantitative research approach was used in which the study population was required to complete standardised vocabulary size and vocabulary depth tests, reading comprehension tests and a survey questionnaire. The results were statistically computed to determine the relationship between vocabulary size and breadth and reading comprehension. The results showed a positive and significant effect size correlation between vocabulary size and depth, and reading comprehension. The participants in the study were mainly Afrikaans speaking students who received their school education in Afrikaans. The instruments used in the research were the Vocabulary Levels test (Nation, 1990), Read’s Word Associates Test (1992) and TOEFL reading comprehension tests. The questionnaire was added to determine previous exposure to English and current reading habits of the participants. A two-tailed Pearson product moment correlation and multiple regression analyses were run in order to determine which of the variables, vocabulary size or depth, makes a more significant contribution to reading comprehension and also to establish which variable was the most significant predictor of academic success in the June examination. Vocabulary size was identified as predictor for success in the June examination; furthermore, if gender is used as independent variable, different vocabulary size tests are identified for males and females. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015