Academic literature on the topic 'Academic word list'

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Journal articles on the topic "Academic word list"

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Coxhead, Averil. "A New Academic Word List." TESOL Quarterly 34, no. 2 (2000): 213. http://dx.doi.org/10.2307/3587951.

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Dang, Thi Ngoc Yen, Averil Coxhead, and Stuart Webb. "The Academic Spoken Word List." Language Learning 67, no. 4 (2017): 959–97. http://dx.doi.org/10.1111/lang.12253.

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Yang, Ming-Nuan. "A nursing academic word list." English for Specific Purposes 37 (January 2015): 27–38. http://dx.doi.org/10.1016/j.esp.2014.05.003.

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Ming-Tzu, K. W. "Word Meaning in Academic English: Homography in the Academic Word List." Applied Linguistics 25, no. 3 (2004): 291–314. http://dx.doi.org/10.1093/applin/25.3.291.

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It-ngam, Todsaporn, and Supakorn Phoocharoensil. "The development of science academic word list." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 657. http://dx.doi.org/10.17509/ijal.v8i3.15269.

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Knowledge of specialized academic vocabulary is important for the academic success of EFL natural science students. Specialized words outside the General Service List (GSL) (West, 1953) and the Academic Word List (AWL) (Coxhead, 2000) are necessary for comprehending scientific text. The existing lists of words do not cover all sub-disciplines of natural science. The present study aims to explore the specialized academic words across 11 sub-disciplines of natural science. To identify the words, a corpus-based approach and an expert-judged approach were used. A 5.5-million-word corpus called the
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Murphy, John, and Magdi Kandil. "Word-level stress patterns in the academic word list." System 32, no. 1 (2004): 61–74. http://dx.doi.org/10.1016/j.system.2003.06.001.

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Wang, Jing, Shao-lan Liang, and Guang-chun Ge. "Establishment of a Medical Academic Word List." English for Specific Purposes 27, no. 4 (2008): 442–58. http://dx.doi.org/10.1016/j.esp.2008.05.003.

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Dang, Thi Ngoc Yen. "A Hard Science Spoken Word List." Approaches to learning, testing, and researching L2 vocabulary 169, no. 1 (2018): 44–71. http://dx.doi.org/10.1075/itl.00006.dan.

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Abstract A Hard Science Spoken Word List (HSWL) was developed and validated to help second language learners of hard sciences better comprehend academic speech at English-medium universities. It consists of the 1,595 most frequent and wide ranging word families in a 6.5-million running word hard science spoken corpus which represents 12 subjects across two equally-sized sub-corpora. Its coverage in different discourse types indicates that the HSWL truly reflects the language in hard science academic speech. The comparison between the HSWL with Dang, Coxhead, and Webb’s (2017) Academic Spoken W
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Culligan, Brent. "Evaluating Corpora with Word Lists and Word Difficulty." Vocabulary Learning and Instruction 8, no. 1 (2019): 29–38. http://dx.doi.org/10.7820/vli.v08.1.culligan.

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This study examines the application of an IRT analysis of words on lists including the General Service List (GSL), New General Service List (NGSL), Academic Word List (AWL), New Academic Word List (NAWL), and TOEIC Service List (TSL). By comparing line graphs, density distribution graphs, and boxplots for the average difficulty of each word list to related lists, we can get a visualization of the data’s distribution. Japanese EFL students responded to one or more of 84 Yes/No test forms compiled from 5,880 unique real words and 2,520 nonwords. The real words were analyzed using Winsteps (Linac
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Sulaiman, Nur Ainil, Khazriyati Salehuddin, and Rozainee Khairuddin. "Academic Word List Knowledge of Malaysian ESL Undergraduates." GEMA Online® Journal of Language Studies 18, no. 4 (2018): 1–14. http://dx.doi.org/10.17576/gema-2018-1804-01.

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Dissertations / Theses on the topic "Academic word list"

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Newman, Jacob Andrew. "A Corpus-Based Comparison of the Academic Word List and the Academic Vocabulary List." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6080.

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Research has identified the importance of academic vocabulary (e.g., Corson, 1997; Gardner, 2013; Hsueh-chao & Nation, 2000). In turn, many researchers have focused on identifying the most frequent and salient words present in academic texts across registers and presenting these words in lists, such as The Academic Word List (AWL) (Coxhead, 2000). Gardner and Davies (2014), recognizing the limitations of the AWL, have developed a new list known as The Academic Vocabulary List (AVL). This present study examines the appearance of the 570 AWL word families and the top 570 AVL word families in the
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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorg
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Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and tea
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Hernandez, Michelle Morgan. "Comparing the AWL and AVL in Textbooks from an Intensive English Program." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6458.

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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 intensiv
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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.

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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
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Лазарева, Ольга Ярославовна, та Елена Александровна Ковтун. "Особенности освоения лексики английского языка для академических целей". Thesis, НТУ "ХПИ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36317.

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Olney, Cynthia Ann. "Development of recall from short-term and long-term memory: Effects of list length, word length, taxonomic relatedness, acoustic similarity, and modality." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185567.

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An emerging theory of short-term memory, called fuzzy trace theory (FTT), postulates a link between memory and reasoning ability that might explain the relationship of performances on memory span tasks to other measures of intelligence. Two key assumptions regarding the encoding and retrieval of information in short-term memory (STM) are central to FTT. First, stored memory traces are assumed to vary along a continuum of verbatim detail to gist. Second, retrieval from STM is assumed to vary along a continuum of simple to reconstructive readout. The three experiments reported in this dissertati
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Garrett, Jared Nathan. "Specifications for the Development of Effective Academic Vocabulary Activities in Intensive English Programs." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2160.

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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 app
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Leedy, Aaron D. "Adaptive Memory and Social Influences." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/348.

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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 meas
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Williams, Melonie. "The Effects of Blocked and Random Word Lists on the Production of False Memories." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1196.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Books on the topic "Academic word list"

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1956-, Schmitt Norbert, ed. Focus on vocabulary: Mastering the academic word list. Pearson Longman, 2011.

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1956-, Schmitt Norbert, ed. Focus on vocabulary: Mastering the academic word list. Longman, 2005.

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Linda, Wells. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Linda, Wells. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Burgmeier, Arline. Inside reading 1: The academic word list in context. Oxford University Press, 2007.

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Linda, Wells. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Linda, Wells. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Wells, Linda. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Wells, Linda. Vocabulary mastery: Using and learning the academic word list. The University of Michigan Press, 2007.

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Linda, Wells, ed. Mastery: A university word list reader. University of Michigan Press, 1999.

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Book chapters on the topic "Academic word list"

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Baptista, Jorge, Neuza Costa, Joaquim Guerra, Marcos Zampieri, Maria Cabral, and Nuno Mamede. "P-AWL: Academic Word List for Portuguese." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12320-7_15.

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Cobb, Tom, and Marlise Horst. "2. Is there room for an academic word list in French?" In Language Learning & Language Teaching. John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.10.04cob.

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Miedema, Frank. "Science in Transition How Science Goes Wrong and What to Do About It." In Open Science: the Very Idea. Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_3.

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AbstractScience in Transition, which started in 2013, is a small-scale Dutch initiative that presented a systems approach, comprised of analyses and suggested actions, based on experience in academia. It was built on writings by early science watchers and most recent theoretical developments in philosophy, history and sociology of science and STS on the practice and politics of science. This chapter will include my personal experiences as one of the four Dutch founders of Science in Transition. I will discuss the message and the various forms of reception over the past 6 years by the different actors in the field, including administrators in university, academic societies and Ministries of Higher Education, Economic Affairs and Public Health but also from leadership in the private sector. I will report on my personal experience of how these myths and ideologies play out in the daily practice of 40 years of biomedical research in policy and decision making in lab meetings, at departments, at grant review committees of funders and in the Board rooms and the rooms of Deans, Vice Chancellors and Rectors.It has in the previous chapters become clear that the ideology and ideals that we are brought up with are not valid, are not practiced despite that even in 2020 they are still somehow ‘believed’ by most scientists and even by many science watchers, journalists and used in political correct rhetoric and policy making by science’s leadership. In that way these ideologies and beliefs mostly implicitly but sometimes even explicitly determine debates regarding the internal policy of science and science policy in the public arena. These include all time classic themes like the uniqueness of science compared to any other societal activity; ethical superiority of science and scientists based on Mertonian norms; the vocational disinterested search for truth, autonomy; values and moral (political) neutrality, dominance of internal epistemic values and unpredictability regards impact. These ideas have influenced debates about the ideal and hegemony of natural science, the hierarchy of basic over applied science; theoretical over technological research and at a higher level in academic institutions and at the funders the widely held supremacy of STEM over SSH. This has directly determined the attitudes of scientists in the interaction with peers within the field, but also shaped the politics of science within science but also with policy makers and stakeholders from the public and private sector and with interactions with popular media.Science it was concluded was suboptimal because of growing problems with the quality and reproducibility of its published products due to failing quality control at several levels. Because of too little interactions with society during the phases of agenda setting and the actual process of knowledge production, its societal impact was limited which also relates to the lack of inclusiveness, multidisciplinarity and diversity in academia. Production of robust and significant results aiming at real world problems are mainly secondary to academic output relevant for an internally driven incentive and reward system steering for academic career advancement at the individual level. Similarly, at the higher organizational and national level this reward system is skewed to types of output and impact focused on positions on international ranking lists. This incentive and reward system, with flawed use of metrics, drives a hyper-competitive social system in academia which results in a widely felt lack of alignment and little shared value in the academic community. Empirical data, most of it from within science and academia, showing these problems in different academic disciplines, countries and continents are published on virtually a weekly basis since 2014. These critiques focus on the practices of scholarly publishing including Open Access and open data, the adverse effects of the incentive and reward system, in particular its flawed use of metrics. Images, ideologies and politics of science were exposed that insulate academia and science from society and its stakeholders, which distort the research agenda and subsequentially its societal and economic impact.
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Tronnier, Frédéric, Sebastian Pape, Sascha Löbner, and Kai Rannenberg. "A Discussion on Ethical Cybersecurity Issues in Digital Service Chains." In Cybersecurity of Digital Service Chains. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04036-8_10.

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AbstractEnabling cybersecurity and protecting personal data are crucial challenges in the development and provision of digital service chains. Data and information are the key ingredients in the creation process of new digital services and products. While legal and technical problems are frequently discussed in academia, ethical issues of digital service chains and the commercialization of data are seldom investigated. Thus, based on outcomes of the Horizon2020 PANELFIT project, this work discusses current ethical issues related to cybersecurity. Utilizing expert workshops and encounters as well as a scientific literature review, ethical issues are mapped on individual steps of digital service chains. Not surprisingly, the results demonstrate that ethical challenges cannot be resolved in a general way, but need to be discussed individually and with respect to the ethical principles that are violated in the specific step of the service chain. Nevertheless, our results support practitioners by providing and discussing a list of ethical challenges to enable legally compliant as well as ethically acceptable solutions in the future.
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"The Academic Word List: A Corpus-based Word List for Academic Purposes." In Teaching and Learning by Doing Corpus Analysis. Brill | Rodopi, 2002. http://dx.doi.org/10.1163/9789004334236_008.

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Hendry, Clinton, and June Ruivivar. "MOOCs as environments for learning spoken academic vocabulary." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1006.

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Massive Open Online Courses (MOOCs) are easily accessible for anyone in the world to study any given subject, often for free. However, there is some question as to whether they are comparable to their real-world counterparts. The Academic Spoken Word List (ASWL) created by Dang, Coxhead, and Webb (2017) was designed to create a word list that is more representative of spoken academic English. To contrast the real-world academic context to MOOCs, we created a MOOC academic corpus and compared it with the Michigan Corpus of Academic Spoken English (MICASE). Last, we used both to test the effectiveness of the ASWL. Overall, we found that the ASWL had similar coverage in both the MOOC and MICASE corpora but interestingly saw slightly more coverage in the MICASE dialogic sections. We believe future research should address the slight discrepancy between dialogic and non-dialogic academic situations.
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Gallina, Francesca. "Studenti internazionali in mobilità." In Studi e ricerche. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/020.

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Academic vocabulary is a key component in studying at university level for non-native international students of Italian as L2. In this paper first of all it will be discussed the notion of academic vocabulary and will be presented the lists created for Italian, e.g. the Lessico della Conoscenza and the Academic Italian Word List. It will be then introduced an experimental test, designed to assess the knowledge of academic vocabulary of students who are non-native speakers of Italian. The results of the first experimental administration of the test will be presented and discussed and it will be given an overview of possible suggestions for teaching and learning on the basis of the test results.
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"cheating behavior among college students. However, unlike most studies with col-lege students, these factors were related to actual cheating frequencies across the multiple courses that students took during a target semester. METHOD Participants Participants attended a small, private liberal arts college that has had a formal honor code in effect since 1965. Anonymous surveys were mailed to a random selection of 25% of the student body in the spring semester. One hundred seventy-five stu-dents (representing approximately 9% of the student body) completed and returned the surveys (11 additional surveys were returned but were unusable), yielding a re-turn rate of 35%. Women were slightly overrepresented in the sample, at 68%, compared to 51% in the college. Participants were predominately White (90.3%). All class years were represented (26% of the sample were lst-year students, 22% were sophomores, 19% were juniors, and 33% were seniors). Measures Cheating rates. Participants reviewed 17 different cheating behaviors and indicated how many times they engaged in each behavior during the previous se-mester. The behavior list was a modified version of lists used by Gardner and Melvin (1988), Newstead et al. (1996), and Sutton and Huba (1995). It included a range of violations, such as copying from another student's exam, plagiarism, and inventing laboratory data. However, in contrast to previous studies, participants in this study reported cheating behaviors course by course. Thus, if a participant was enrolled in four courses during the target semester, the participant filled out the sur-vey four times, once for each course (to protect identities, department areas, not course names, were requested on the survey). In addition, participants indicated the frequency of each behavior by course. Motivation. Measures of mastery and extrinsic motivation were adapted from scales used by Midgley et al. (1998) and Anderman et al. (1998). These scales included measures of personal mastery motivation, personal extrinsic motivation, course mastery motivation, and course extrinsic motivation. The original scales were worded for middle school students and specified a particular subject (English or science). Our version replaced the subject indicator with a more generic descriptor, such as "course," and replaced the word "teacher" with "professor." As with the list of cheating behaviors, participants filled out a motivation scale for each course taken in the previous semester. Response options ranged from 1 (strongly disagree) to 5 (strongly agree)." In Academic Dishonesty. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-2.

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"List of Illustrations." In Can Academics Change the World? Berghahn Books, 2020. http://dx.doi.org/10.2307/j.ctv1tbhq79.3.

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Kamasak, Rifat, and Tugce Ezgi Soyaltin. "Promoting the Effectiveness of Language Teaching Through Online Academic Word Lists and Extensive Reading in the COVID-19 Pandemic." In Digital Pedagogies and the Transformation of Language Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6745-6.ch009.

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Restricted online class times and limitations of online teaching along with the emotional and psychological challenges faced by students require adequate pedagogical implementations in the COVID-19 pandemic. In line with this requirement, while academic word lists can help students to focus on prioritised vocabulary, extensive reading can create a pleasant reading environment which might motivate students in unprecedented conditions. Thus, this study aims to propose some pedagogical suggestions such as academic word lists and extensive reading which might contribute to language learning performance of students in the COVID-19 pandemic.
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Conference papers on the topic "Academic word list"

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Iijima, Yuka, and Ikumi Horie. "A word list generator program for using authentic texts in an academic English reading class." In 2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2010. http://dx.doi.org/10.1109/ithet.2010.5480103.

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Shin'ichi, Hashimoto, Yu Yan, Shi Jie, and Zhan Haiyan. "Profiling Japanese EST students' vocabulary ability using the New General Service List Test (NGSLT) and the New Academic Word List Test (NAWLT)." In 2015 International Conference on Advanced Mechatronic Systems (ICAMechS). IEEE, 2015. http://dx.doi.org/10.1109/icamechs.2015.7287103.

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Higuera-Trujillo, Juan Luis, Carmen Llinares Millán, Susana Iñarra Abad, and Juan Serra Lluch. "A virtual reality study in university classrooms: The influence of classroom colour on memory and attention." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11858.

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Design of teaching spaces influences the cognitive abilities of its users. Among the design variables, the colour stands out for the ease of its implementation and its aesthetic possibilities. Previous studies suggest that it can influence students' academic progress. However, due to the difficulty in studying their combinations, only a limited number of colours have been exhaustively studied. This was the objective of the present study: to contribute to the study of the effect of different colour parameters applied on the walls of university classrooms on students’ memory and attention perfor
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Pinar-Pérez, Jesús María, María Fernandez-Moya, Pedro Cuadros-Solas, Carlos Salvador, and Roberto Morales-Arsenal. "A New Methodology to Construct a Database of World University Exams." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11822.

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Since the final decades of the 20th century, university education has witnessed rapid growth. However, the quality of the education has varied a lot within the different programs around the world. How can we measure quality in university education? A number of institutions release annual global rankings of universities according to academic fields. One of the most respected lists, the Shanghai Academic Ranking of World Universities, uses a complex methodology to rank world universities, including six objective indicators, i.e. the number of alumni and staff winning Nobel Prizes and Fields Meda
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Sari, Windy Ardianita. "Using Corpus-Based Analysis to Explore the Academic Word Lists (AWL) Emerged in English Manuscript of SBMPTN Tests." In International Conference on Language Phenomena in Multimodal Communication (KLUA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/klua-18.2018.50.

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Ceylan, Ismail Ilkan, Adnan Darwiche, and Guy Van den Broeck. "Open-World Probabilistic Databases: An Abridged Report." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/669.

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Large-scale probabilistic knowledge bases are becoming increasingly important in academia and industry alike. They are constantly extended with new data, powered by modern information extraction tools that associate probabilities with database tuples. In this paper, we revisit the semantics underlying such systems. In particular, the closed-world assumption of probabilistic databases, that facts not in the database have probability zero, clearly conflicts with their everyday use. To address this discrepancy, we propose an open-world probabilistic database semantics, which relaxes the probabili
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Zhang, Hua, Pingli Liu, Qiuxia Wang, et al. "Artificial Lift System Applications for Thermally Developed Offshore Heavy Oil Reservoirs." In Offshore Technology Conference Asia. OTC, 2022. http://dx.doi.org/10.4043/31549-ms.

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Abstract The total crude oil resources are approximately 9-11 trillion barrels around the world and the steam based thermal recovery processes are still the most effective methods to enhance heavy oil recovery. Due to the high oil viscosity, high fluid temperature and high fluid volume changes with time, the choice of suitable artificial lift (AL) system is one of the most important techniques in optimizing production from thermally developed heavy oil wells. Notwithstanding the attempt by several studies in the past few decades to understand and develop cutting-edge technologies to optimize t
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Yakubson, Vera, and Victor Zakharov. "INITIAL STEP OF SPECIALIZED CORPORA BUILDING: CLEANING PROCEDURES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/16.

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This paper deals with the specialized corpora building, specifically academic language corpus in the biotechnology field. Being a part of larger research devoted to creation and usage of specialized parallel corpus, this piece aims to analyze the initial step of corpus building. Our main research question was what procedures we need to implement to the texts before using them to develop the corpus. Analysis of previous research showed the significant quantity of papers devoted to corpora creation, including academic specialized corpora. Different sides of the process were analyzed in these res
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Kovačič, Ivan, David Bajs, and Milan Ojsteršek. "Methodology for the Assessment of the Text Similarity of Documents in the CORE Open Access Data Set of Scholarly Documents." In 7th Student Computer Science Research Conference. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-516-0.12.

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This paper describes the methodology of data preparation and analysis of the text similarity required for plagiarism detection on the CORE data set. Firstly, we used the CrossREF API and Microsoft Academic Graph data set for metadata enrichment and elimination of duplicates of doc-uments from the CORE 2018 data set. In the second step, we used 4-gram sequences of words from every document and transformed them into SHA-256 hash values. Features retrieved using hashing algorithm are compared, and the result is a list of documents and the percentages of cov-erage between pairs of documents featur
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Loureiro, Mauricio. "The First Brazilian Symposium on Computer Music presents Brazilian computer music potentials - Caxambu, MG, 1994." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10463.

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The main objective of this talk is to report on the First Brazilian Symposium on Computer Music, which occurred in August 1994, at the city of Caxambu, Minas Gerais, promoted by the UFMG. The meeting occurred one year after the creation of NUCOM, a group of young academics dedicated to this emerging research field in Brazil gathered as a discussion list. This quite exciting and fancy event at Hotel Gloria in Caxambu was able to imposingly launch the group to the national, as well as to the international academic community. First, due to the excellency of the event’s output and its daring progr
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Reports on the topic "Academic word list"

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. I
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, pu
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