University of Macau / Faculty of Arts and Humanities. / Department of English

Several studies have been made in the field of second language acquisition (SLA) regarding incidental vocabulary acquisition through reading. However, the majority have focused on the meaning of a word to measure complete acquisition. Nation (2001) argues that there are three main criteria for knowing a word, namely form, meaning and use, and it is not until all three criteria are met that one acquires new vocabulary. Therefore, we chose to create a study which focuses on incidental vocabulary acquisition through reading, but that focuses on three sub-criteria of Nation’s three main ones, namely recognition, association and collocation. In a previous study (Erlandsson and G. Wallgren 2017) we concluded that higher vocabulary knowledge contributes to better reading comprehension. Additionally, researchers (Horst et al. 1998; Day et al. 1991; Zahar et al. 2001; Waring and Takaki 2003; Pigada and Smith 2006, and Zhao et al. 2016) have also brought up several factors, such as learners’ prior proficiency level and word frequency, that can affect the outcome of incidental vocabulary acquisition. Therefore, we decided to investigate what impact these two factors have as well.  Our research questions are: How much vocabulary is learnt incidentally through reading, and how do proficiency and word frequency affect incidental vocabulary acquisition? These questions were answered through a study made in a classroom environment with students in the 8th grade. We were inspired by a study made by Waring and Takaki (2003) who focused on two main criteria for knowing a word, form and meaning. Our study was done through reading nine chapters from the novel Holes by Louis Sachar (2001) and to determine the degree to which rate word frequency played a part in incidental vocabulary acquisition, 24 words were chosen within four different ranges of word frequency (ranging between two occurrences to 39 occurrences in the text). These 24 words were then replaced with substitute words to ensure that each test word was new to the participants. First, the participants completed a reading comprehension test to establish the participants’ reading proficiency levels in English. They were later asked to read the chapters containing the substitute words. Directly after the reading exercise, the participants completed a vocabulary acquisition test. The vocabulary acquisition test consisted of three parts that focused on recognition (word recognition), association (multiple choice) and collocation (putting the target words in a context). Results show that words are acquired incidentally through reading. Our findings show a positive correlation between high reading proficiency levels and a higher amount of words acquired. The findings also indicate a positive correlation between words within a higher frequency range with a higher chance of being acquired. Furthermore, we also observed that substitute words with low frequency in some situations had a higher uptake than those words with a higher frequency. After this observation we tried to explain the anomaly by looking into the textual context of the surrounding words and found a potential explanation in the fact that the low frequency words had very descriptive surroundings.

陳榮開. / "2005年1月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves 68-72). / "2005 nian 1 yue". / Abstracts in Chinese and English. / Chen Rongkai. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 68-72). / 論文目錄 / 中文提要 --- p.3 / 英文提要 --- p.5 / Chapter 第一章- --- 引言 --- p.6 / Chapter 第二章- --- 今文《¯‘ة書´Ø周書》詞彙與西周金文互證 --- p.8 / Chapter 第一節： --- 《周書》詞彙訓釋證補 --- p.9 / Chapter (1) --- 《周書》「毖」字與金文「霸」字 / Chapter (2) --- 《周書》「由」、「迪」與金文「早」字 / Chapter (3) --- 《周書´Ø康誥》「衣德言」 / Chapter (4) --- 《周書´Ø召誥》「其惟王位在德元」 / Chapter (5) --- 《周書´Ø康誥》「不敢侮鰥寡，庸庸祗祗威威顯民」 / Chapter 第二節： --- 《周書》所見今、古文有異說之詞彙探析 --- p.29 / Chapter (1) --- 《周書》「懋」、「冒」、「勖」與金文「覭」字 / Chapter (2) --- 《周書》「懋」、「冒」、「勖」今、古文不同用法分析 / Chapter (3) --- 《周書》「寧王」問題 / Chapter (4) --- 《周書´Ø大誥》「休畢」 / Chapter (5) --- 《周書´Ø康誥》「周公初基作新大邑于東國洛」 / Chapter (6) --- 《周書´Ø酒誥》「辜在商邑越殷國滅無罹」 / Chapter (7) --- 《周書´Ø洛誥》「殷乃引考」 / Chapter (8) --- 《周書´Ø立政》「耿光」 / Chapter 第三章- --- 今文《¯‘ة書´Ø周書》歎詞、助詞、代詞與西周金文互證硏究 --- p.52 / Chapter 第一節： --- 歎詞、助詞與西周金文互證 --- p.52 / Chapter (1) --- 嗚呼 / Chapter (2) --- 已、噫、徂 / Chapter (3) --- 矣 / Chapter 第二節： --- 代詞與西周金文互證 --- p.59 / Chapter (1) --- 我 / Chapter (2) --- 予 / Chapter (3) --- 朕 / Chapter 第四章- --- 總結 --- p.64 / 參考書目及參考論文 --- p.68 / 附錄一----今文《周書》歎詞「嗚呼」用例表 --- p.73 / 附錄二----今文《周書》與西周金文字例互證舉隅 --- p.75 / 附錄三----本文引用古文字材料拓本或摹本 --- p.79

This thesis project details research conducted and the method employed to create a tool for acquiring the technical vocabulary from the Utah Driver Handbook. Technical terms were compiled into a vocabulary tool for English as a Second Language (ESL) learners. ESL programs within the state have noted the need for materials to help learners acquire this vocabulary. The tool will assist ESL learners preparing for the written driving exam by reinforcing the vocabulary through various iterations, including flash cards, simplified definitions, and an L1 gloss. Learners preparing for the exam will be able to study difficult vocabulary terms using the tool. The tool includes flashcards containing definitions and images, a list of terms with simplified learner definitions, and a list of terms in English with their Spanish equivalent. The tool was created with the intent of providing learners with the ability to revisit difficult terms in a number of ways (i.e. Quizlet, images, simplified definitions, and an L1 gloss). The intended outcome of this research is that the tool will be useful to ESL learners preparing for the written driving exam and be made applicable to learners in other settings.

Speech perception, articulation, and word learning are three major tiers of language development in young children, integrating perceptual and productive language abilities. Infant speech perception precedes speech production and is the basis for native language learning. By investigating the relationship between the attention to phonological detail in speech and word learning, the degree of phonological detail in the lexical representations can be inferred. This relationship can be described by two models: the vocabulary-driven and phonology-driven model. The vocabulary-driven model proposes that the structure of the lexicon influences attention to phonological detail in speech perception, and this model is consistent with the Lexical Restructuring Model. On the other hand the phonology-driven model proposes that vocabulary increases as a result of increased attention to phonological detail in speech. To infer the phonological specifications of lexical representations of words in 2½- to 3-year-olds, the variables vocabulary, phonological sensitivity, language specific speech perception and articulation accuracy were tested in a longitudinal study with 60 participants. For these variables, new measures were developed, adapted, and tested. It was found that phonological sensitivity at 30 months predicted vocabulary at 33 months, but not the opposite. This supports the prediction of the phonology-driven model. However, in an augmented version of the vocabulary-driven model that included all variables, articulation at 30 months was found to predict phonological sensitivity at 33 months. These results are discussed in the light of the Lexical Restructuring Model, and the interaction of speech perception, articulation skills, and lexical representations, and suggestions for future research are offered. APPENDICES ON CD-ROM CAN BE VIEWED AT UWS LIBRARY / Doctor of Philosophy (PhD)

<p>The aim of this study is to find out which variety of English pupils in secondary school use, British or American English, if they are aware of their usage, and if there are differences between girls and boys. British English is normally the variety taught in school, but influences of American English due to exposure of different media are strong and have consequently a great impact on Swedish pupils. This study took place in a secondary school, and 33 pupils in grade 9 participated in the investigation. They filled in a questionnaire which investigated vocabulary, attitudes and awareness, and read a list of words out loud. The study showed that the pupils tend to use American English more than British English, in both vocabulary and pronunciation, and that all of the pupils mixed American and British features. A majority of the pupils had a higher preference for American English, particularly the boys, who also seemed to be more aware of which variety they use, and in general more aware of the differences between British and American English.</p>

The aim of this study is to find out which variety of English pupils in secondary school use, British or American English, if they are aware of their usage, and if there are differences between girls and boys. British English is normally the variety taught in school, but influences of American English due to exposure of different media are strong and have consequently a great impact on Swedish pupils. This study took place in a secondary school, and 33 pupils in grade 9 participated in the investigation. They filled in a questionnaire which investigated vocabulary, attitudes and awareness, and read a list of words out loud. The study showed that the pupils tend to use American English more than British English, in both vocabulary and pronunciation, and that all of the pupils mixed American and British features. A majority of the pupils had a higher preference for American English, particularly the boys, who also seemed to be more aware of which variety they use, and in general more aware of the differences between British and American English.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-167). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 120 p. Includes abstract. Includes bibliographical references (p. 101-108).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 122-127). Also available for download via the World Wide Web; free to University of Oregon users.