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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.
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Showing 1 to 10 of 10 (0.116 seconds)Spelling suggestions: "subject:"work list""
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Comparing the AWL and AVL in Textbooks from an Intensive English ProgramHernandez, Michelle Morgan 01 July 2017 (has links)
Academic vocabulary is an important determiner of academic success for both native and non-native speakers of English (Corson, 1997; Gardner, 2013; Hsueh-chao & Nation, 2000). In an attempt to address this need, Coxhead (2000) developed the Academic Word List (AWL)—a list of words common across a range of academic disciplines; however, Gardner & Davies (2014) identified potential limitations in the AWL and have more recently produced their own list of core academic vocabulary—the Academic Vocabulary List (AVL). This study compares the occurrences of the AWL and AVL word families in an intensive English program (IEP) corpus of 50 texts to determine which list has the best overall coverage, frequency, and range in the corpus. While the results show a strong presence of both lists in the IEP corpus, the AVL outperforms the AWL in every measure analyzed in the study. Suggestions for instruction and future research regarding these lists are provided.
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Ludwig Wittgenstein som folkskollärare / Ludwig Wittgenstein as an elementary school teacherLundgren, Lars January 2007 (has links)
<p>This paper studies the philosopher Ludwig Wittgenstein during his years (1920–26) as an elementary school teacher in remote Niederösterreich, Austria. The paper gives a survey of his life, and also a brief account of three of his main works: Tractatus Logico-Philosophicus, Philosophical Investigations and Remarks on the Foundations of Mathematics. Attention is given to his alphabetical word list, Wörterbuch für Volksschulen, published for educational use in elementary schools. The study is focused on Wittgenstein’s educational practise, and establishes a connection between his experience as a teacher and his late philosophy.</p>
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Ludwig Wittgenstein som folkskollärare / Ludwig Wittgenstein as an elementary school teacherLundgren, Lars January 2007 (has links)
This paper studies the philosopher Ludwig Wittgenstein during his years (1920–26) as an elementary school teacher in remote Niederösterreich, Austria. The paper gives a survey of his life, and also a brief account of three of his main works: Tractatus Logico-Philosophicus, Philosophical Investigations and Remarks on the Foundations of Mathematics. Attention is given to his alphabetical word list, Wörterbuch für Volksschulen, published for educational use in elementary schools. The study is focused on Wittgenstein’s educational practise, and establishes a connection between his experience as a teacher and his late philosophy.
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Specifications for the Development of Effective Academic Vocabulary Activities in Intensive English ProgramsGarrett, Jared Nathan 06 July 2010 (has links) (PDF)
With the new curriculum at the English Language Center (ELC) at Brigham Young University (BYU) including a program focused specifically on preparing students to succeed in academic institutions wherein the language of instruction is English, a need for a systematic approach to vocabulary instruction was identified. Specifically, the Academic Program focuses on the Academic Word List (AWL) in order to provide a broad base of words that can best prepare students for the academic world. This project followed the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) to craft a systematic approach to developing vocabulary learning activities. An analysis of existing gaps in the Academic Program's vocabulary learning objectives, along with an examination of teachers' attitudes and understanding, was conducted. A similar need was also proposed as existing in many Intensive English Programs (IEPs) around the world. This was followed by research into effective principles of L2 vocabulary learning, through which four principles were distilled. These principles are: the use of a variety of strategies, multiple exposures to target words, practice that includes production, and the need for flexibility and practicality in the vocabulary activities. These four principles became the guiding principles in the development of a system for creating effective vocabulary learning activities. This system and many suggested activities comprise a guide, or set of specifications, that can be used by teachers at IEPs, with a specific eye to the ELC to effectively, and with little extra effort, create and utilize their own effective vocabulary learning activities.
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Exploring the vocabulary content of upper secondary EFL textbooks in Sweden : A corpus-based analysis of types, lexical coverage,progression, and academic wordsGarcia, Dianne Valize January 2023 (has links)
Vocabulary is considered the building block of language. Without it, communication breaks down. This degree project investigates the vocabulary types, progression, lexical coverage andacademic words in EFL upper secondary textbooks in Sweden. This was done by a corpus-based approach using corpus tools such as Range and AntWord Profiler. The entire corpus contained six textbooks from two different series: Solid Gold and Viewpoints. These textbooks are utilised in English 5, 6, and 7 upper secondary courses. The analysis focused on Nation's word types and Coxhead’s Academic World List, including progression and coverage. The results revealed that high-frequency vocabulary is maintained throughout the series, while mid-frequency vocabulary considerably increases as the textbook levels progress. Results also show that around 3,000 word families are needed for 95% lexical coverage and 6,000 word families for 98% lexical coverage. Each textbook increases around 1,000 word families per level, but is less proportional in relation to the word count. The highest increase of word families is 32% and the lowest of 17%. Furthermore, the study found that the AWL covers 7% of the vocabulary, and 80% of the AWL items are used. Pedagogical recommendations from this study include establishing a vocabulary input threshold per level to ensure consistent progression. Additionally, academic written genres such as Introduction-Method-Results-Discussion (IMRaD) structures can be included in the textbooks in addition to the existing literary genres to help prepare Swedish L2 learners to cope with university academic texts.
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English Academic Word Knowledge in Tertiary Education in SwedenWinberg, Dan-Erik January 2013 (has links)
The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin ChineseJia, Hongyi 14 July 2011 (has links) (PDF)
The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese reading comprehension. This study investigates the effect of pre-learning vocabulary and contextualized word learning strategies on Chinese reading comprehension. The purpose of this study is to examine whether pre-learning vocabulary and contextualized word learning positively affect CFL learners' reading comprehension. The results show that pre-learning vocabulary does not have a positive effect on Chinese reading comprehension and that although contextualized word learning positively affects CFL learners' reading comprehension the effect is not significant. This study also gives relative analysis.
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以型態組合為主的關鍵詞擷取技術在學術寫作字彙上的研究 / A pattern approach to keyword extraction for academic writing vocabulary邵智捷, Shao, Chih Chieh Unknown Date (has links)
隨著時間的推移演進，人們瞭解到將知識經驗著作成文獻典籍保存下來供後人研究開發的重要性。時至今日，以英語為主的學術寫作論文成為全世界最主要的研究交流媒介。而對於英語為非母語的研究專家而言，在進行英語學術寫作上常常會遇到用了不適當的字彙或搭配詞導致無法確切的傳達自己的研究成果，或是在表達上過於貧乏的問題，因此英語學術寫作字彙與搭配詞的學習與使用就顯得相當重要。
在本研究中，我們藉由收集大量不同國家以及不同研究領域的學術論文為基礎，建構現實中實際使用的語料庫，並且建立數種詞性標籤型態，使用關鍵詞擷取關鍵詞擷取(Keyword Extraction)技術從中擷取出學術著作中常用的學術寫作字彙候選詞，當作是學術常用寫作字彙之初步結果，隨即將候選詞導入關鍵詞分析的指標形態模型，將候選詞依照指標特徵選出具有代表指標意義的進一步候選詞。
在實驗方面，透過對不同範圍的樣本資料進行篩選，並導入統計上的方法對字彙進行不同領域共通性的分析檢證，再加上輔助篩選的機制後，最後求得名詞和動詞分別在學術寫作中常用的字彙，也以此字彙為基礎，發掘出語料庫中常用的搭配詞組合，提出以英語為外國語的研究學者以及學生在學術寫作上的常用字彙與搭配詞組合作為參考，在學術寫作上能夠提供更多樣性且正確的研究論述的協助。 / With the evolution over time, people start to know the importance of taking their knowledge and experience into literature texts and preserving them for future research. Until now, academic writing research papers mainly in English become the world’s leading communication media all over the world. For those non-native English researchers, they often encounter with the inappropriate vocabularies or collocations which causes them not to pass on their idea accurately or to express their research poorly. As a result, it’s very important to know how to learn or to use the correct academic writing in English vocabularies and collocations.
In this study, we constructed the real academic thesis corpus which includes different countries and fields of academic research. The keyword extraction technique based on the several Part-of-Speech tag patterns is used for capturing the common academic writing vocabulary candidates in the academic works to be the initial result of the common vocabulary of academic writing. The candidate words would be introduced to the index analysis model of keyword and be picked out to the further meaningful candidate words according to the index characteristics.
For the experiments, the sample data with different fields would be filtered and the vocabularies on different fields of commonality would be analyzed and verified through statistical methods. Moreover, the auxiliary filter mechanism would also be applied to get the common vocabularies in academic writing with nouns and verbs. Based on these vocabularies, we could discover the common combination with the words in the academic thesis corpus and provide them to the non-native English researchers and students as a reference with the common vocabularies and collocations in academic writing. Hopefully the study could help them to write more rich and correct research papers in the future.
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Adaptive Memory and Social InfluencesLeedy, Aaron D. 01 January 2011 (has links)
Recently, cognitive psychologists have focused their research on the survival aspects of human memory, showing advantages for remembering information encoded for adaptive qualities. When participants rated words related to survival relevance (stranded in grasslands), Nairne et al. (2007) and others found survival processing’s retention superior to many semantic encoding techniques, however, we questioned the global application of survival processing. In the present adaptive memory experiment we used the thematic word list paradigm pioneered by Deese, Rodeiger and McDermott, allowing us to measure false recall of critical items from sets of word lists. To investigate recall differences based on the material type encoded, we separated recalled material into two categories: survival and non-survival. Because arousal can influence memory performance, we extended research on adaptive memory to include social arousal induced by videotaping participants during study and recall tasks. Videotaping subjects has been shown to induce arousal levels similar to those when being observed, and may parallel arousal experienced in survival scenarios. Overall, recall was lower for survival processing. Survival-relevant information was more accurately remembered, and was not hindered by camera presence, unlike non-survival information. Additionally, false memories were higher under videotaped conditions. While our results did not support Nairne and colleagues, our findings may support the development of evolved brain mechanisms. The current findings are discussed with an emphasis on contemporary high arousal situations that may influence the activation of adaptive memories. We join a growing set of literature that questions the overall benefits of survival processing.
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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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