Relevant bibliographies by topics / Vocabulary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Vocabulary"

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K. Eliah, K. Eliah, and Dr K. Suma Kiran. "Vocabulary Strategies : Building New Vocabulary." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 191–93. http://dx.doi.org/10.15373/2249555x/july2014/58.

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Aoiz Pinillos, Martín. "L2 VOCABULARY AND LISTENING." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 21 (March 2, 2022): 133–66. http://dx.doi.org/10.48035/rhsj-fd.21.6.

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ABSTRACT The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item difficulties. Evidence from data analyses supported the following findings: L2 vocabulary knowledge and listening comprehension are strongly and positively related. Aural and written vocabulary knowledge are two clearly different dimensions. Aural vocabulary knowledge predicts listening comprehension better than written vocabulary knowledge, especially among weaker listeners. Based on these results, more emphasis could be placed on learners’ aural vocabulary knowledge to improve their listening. KEYWORDS: EFL; second language teaching; L2 vocabulary; L2 listening; RESUMEN La relación entre el vocabulario y la comprensión oral en una segunda lengua ha sido poco explorada, y en la mayoría de los casos con instrumentos inadecuados. Este estudio pretende llenar esos vacíos investigando la contribución del tamaño del vocabulario de los estudiantes de lenguas en su capacidad de comprensión oral. El tamaño de vocabulario de 284 estudiantes de inglés como segunda lengua fue valorado tanto con una prueba oral de vocabulario como con una prueba escrita. Una prueba estandarizada de comprensión oral fue utilizada para valorar su capacidad de comprensión oral. Los datos fueron analizados con el modelo Rasch para determinar las capacidades de los participantes y las dificultades de los elementos de las pruebas. Las evidencias provenientes de los análisis de datos apoyaron los siguientes hallazgos: El conocimiento de vocabulario y la comprensión oral en una segunda lengua están relacionados de forma clara y positiva. El conocimiento de vocabulario oral y escrito son dos dimensiones claramente distintas. El conocimiento de vocabulario oral predice mejor la comprensión oral que el conocimiento de vocabulario escrito, particularmente entre quienes tienen peor comprensión oral. Con base en estos resultados, se podría poner un mayor énfasis en el conocimiento de vocabulario oral de quienes aprenden una segunda lengua para mejorar su comprensión oral. KEYWORDS: inglés como lengua extranjera; enseñanza de segunda lengua; vocabulario de segunda lengua; comprensión oral de segunda lengua;
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Shavkidinova, Dilnavoz. "TEACHING ENGLISH VOCABULARY THROUGH VOCABULARY CLASSIFICATION TECHNIQUES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 189–201. http://dx.doi.org/10.55640/eijmrms-02-10-36.

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Students must begin learning vocabulary after it has been presented and often before it has been practiced. While practicing and applying vocabulary is an important part of the learning process, students often require time to process a vocabulary item. The first step is to figure out how to record various aspects of the word - What do words mean? to get an idea of how difficult it is to know a word. It is critical to keep a word somewhere accessible or to keep it in mind. In teaching English vocabulary to students through vocabulary classification techniques, we can group words and develop their learning and use of meanings more easily through classification techniques.
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Jeon, Ji-hye. "Elementary learners’ vocabulary according to CEFR basic user level." Korea Association of Primary English Education 29, no. 2 (June 30, 2023): 47–67. http://dx.doi.org/10.25231/pee.2023.29.2.47.

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This study developed questionnaire items that can identify elementary learners’ vocabulary comprehension based on CEFR basic user level. This study also analyzed the use of textbooks’ vocabulary definitions based on CEFR basic user level. Vocabulary comprehension analysis was conducted on 141 students in 3rd through 6th grades for 33 vocabularies. As a result, Korean elementary learners’ vocabulary comprehension corresponded to CEFR basic user. Usually, A1 was higher than A2 in each vocabulary’s meaning comprehension. CEFR EVP(English Vocabulary Profile) classifies a single vocabulary’s various meanings to different levels. According to this study, 33 vocabularies have 2-4 meanings in CEFR basic user. In contrast, the Korean textbook wasn’t more varied in meaning usage compared to CEFR basic user’s. Specifically, A1 meanings were used more often than A2’s in textbooks. Since this study analyzed textbooks actually used by learners, there could be a relationship between learners’ vocabulary comprehension and textbook vocabulary meaning use. This study suggested a method of developing items according to CEFR level based on textbooks and curriculum vocabularies. The spectrum of vocabularies in the curriculum can be expanded with studies of learners based on CEFR level. Also, it is necessary to expand the vocabulary definitions in textbooks according to learners’ vocabulary comprehension.
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Lalong, Krispianus, and Umi Hartati. "PERBANDINGAN ANTARA BAHASA RONGGA DI MANGGARAI TIMUR DENGAN BAHASA BAJAWA DI NGADA: TINJAUAN LINGUISTIK KOMPARATIF." Caraka: Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya 3, no. 2 (June 15, 2017): 156–69. http://dx.doi.org/10.30738/caraka.v3i2.1846.

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The purpose of this study was to describe similarities and differences between Rongga language in East Manggarai with Bajawa language in Ngada terms of vocabulary. This research is a qualitative descriptive study. The data in this study in the form vocabulary by Rongga language in East Manggarai and Bajawa language in Ngada based of 200 Swadesh Vocabulary plus 100 Prof. H. Kern vocabulary. Therefore, that used data in this research is the vocabulary in Rongga language and Bajawa language it has relation with thats 300 vocabularies. Source of data in this study is the user of the Rongga language in East Manggarai and Bajawa language in Ngada. Data collection methods used in this study can be replicated with te infoman interview about Rongga language vocabulary and Bajawa vocabulary language. Results of this study can be a sign that based on the 200 Swadesh vocabulary plus 100 vocabularies by Prof Kern, that was find 277 vocabulary (92,3%) it has realisation by the vocabulary. By the 277 vocabulary, was find 116 vocabulary that same between the Rongga Language and Bajawa Language, and was find that different 55 vocabulary between Rongga language and Bajawa language. Finally, can be find the conclusion that is between Rongga language and Ngada language it has the realisation.
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Jensen, Arthur R. "Vocabulary and general intelligence." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1109–10. http://dx.doi.org/10.1017/s0140525x01280133.

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Acquisition of word meanings, or vocabulary, reflects general mental ability (psychometric g) more than than do most abilities measured in test batteries. Among diverse subtests, vocabulary is especially high on indices of genetic influences. Bloom's exposition of the psychological complexities of understanding words, involving the primacy of concepts, the theory of mind, and other processes, explains vocabulary's predominant g saturation.
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Siskin, H. Jay, and Michael McCarthy. "Vocabulary." Modern Language Journal 78, no. 3 (1994): 386. http://dx.doi.org/10.2307/330119.

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Editors, Sensorium. "Vocabulary." Sensorium Journal 3 (March 26, 2021): 52–55. http://dx.doi.org/10.3384/sens.2002-3030.2021.3.52-55.

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This vocabulary is inspired by ”A Short List of Gilbert Simondon’s Vocabulary” on the blog Fractalontology, but for the most part based on the article and interviews in this issue of Sensorium Journal. For more concepts, see: Fractalontology.wordpress.com.
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Yates, Rebecca Lee. "Vocabulary." Appalachian Heritage 28, no. 4 (2000): 60. http://dx.doi.org/10.1353/aph.2000.0062.

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Heath, David. "Vocabulary." System 20, no. 4 (November 1992): 531–37. http://dx.doi.org/10.1016/0346-251x(92)90064-a.

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Dissertations / Theses on the topic "Vocabulary"

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Esaiasson, Joel. "Teaching vocabulary : Pupils' attitudes towards vocabulary learning." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8144.

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This paper sets out to examine pupils’ attitudes towards vocabulary learning. The results of the paper are based on a survey conducted at a lower secondary school and the participants are aged between 13 and 15. The survey indicates that the learners are in general well motivated and they agree with the importance of learning new vocabulary. However, the pupils do not seem willing to spend more time than necessary on vocabulary homework and they prefer relatively simple methods of vocabulary acquisition like watch films and listen to music rather than teacher-controlled tuition. Even if a lot of pupils did not appreciated the vocabulary teaching during class a majority still believed that they had learned a lot of new words. A reason for this can be a so called incidental learning which take place while focus is on the use of language rather than the learning itself. It is suggested that more interactive media and technology should be integrated in the vocabulary teaching in line with the pupils’ own interests.
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Tumolo, Celso Henrique Soufen. "Vocabulary instruction :." Florianópolis, SC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77011.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
Made available in DSpace on 2012-10-16T23:58:03Z (GMT). No. of bitstreams: 1 50696.pdf: 339076 bytes, checksum: 8c7bd88f367c061f04b0c9fd11bc33c5 (MD5)
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McGarry, Theresa, and A. Blumenstock. "Vocabulary Concept Card Game: Reviewing Vocabulary With Applied Concepts." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6150.

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Book Summary: This revised volume brings together the best of the past with suggestions for the future and proves that teachers' imaginations continue to produce an interesting and varied range of ways to learn English within the broad guidelines of communicative language learning. New Ways in Teaching Adults, Revised provides classroom teachers with a range of activities for all stages of the learning process. The many activities included encourage discovery learning, provide practice, and extend students' learning beyond the classroom. Also, various activities allow students to work in pairs, small groups, individually, and with the entire class.
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Mohammadi, Mohammad. "The relationship between the vocabulary knowledge and the vocabulary use." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402538.

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Thompson, Jeremy Paul. "Learning biblical hebrew vocabulary : insights from second language vocabulary acquisition." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17819.

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Thesis (DPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning.
AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.
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Niese, Hannah L. "Jump Start Vocabulary: Teaching Shape Bias to Increase Expressive Vocabulary." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489924354210921.

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Zimmerman, Kevin John. "The Role of Vocabulary Size in Assessing Second Language Vocabulary." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd518.pdf.

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Granke, Daniel. "Decoding Acting Vocabulary." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3110.

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This paper compares seemingly similar words from a variety of acting teachers, and shows how it is impossible to draw clear comparisons between words that are often used as synonyms. The paper is a reflection of the journey from believing in translation to recognizing its impossibility. In Chapter 1 we focus on one of the most common elements in actor training, Attention/focus/concentration, and analyze the shades of meaning in those words and the difficulty of talking about them in isolation. In Chapter 2 we look at the way in which semiotic analysis can explain the words resistance to equivalence. In Chapter 3 we look at one of the central terms in most collegiate actor training objective, and see how it reveals both the problems inherent in translation. In Chapter 4 we look at how this knowledge can influence the classroom in a positive way.
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Szeto, Ngan-ha Christine. "The relationship between vocabulary development and reading and vocabulary learning strategies." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38718273.

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Szeto, Ngan-ha Christine, and 司徒雁霞. "The relationship between vocabulary development and reading and vocabulary learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38718273.

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Books on the topic "Vocabulary"

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Vincent, Lois. Vocabulaire bancaire =: Banking vocabulary. [Ottawa, Canada]: Secrétariat d'Etat du Canada, 1988.

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Organisation, International Standards. Terminology - vocabulary =: Terminologie - vocabulaire. Geneva: International Standards Organisation, 1990.

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Canada. Dept. of the Secretary of State of Canada. and Canada. Translation Bureau. Terminology and Linguistic Services Directorate., eds. Vocabulaire des pensions =: Pensions vocabulary. [Ottawa]: Secrétariat d'État du Canada = Dept. of the Secretary of State of Canada, 1990.

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Jean, Le Page, and Canada. Public Works and Government Services Canada. Terminology and Linguistic Services Directorate., eds. Vocabulaire de l'emballage =: Vocabulary of packaging. [Ottawa]: Travaux publics et services gouvernementaux Canada = Public Works and Government Services Canada, 1994.

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Federation, Canadian Teachers', ed. Vocabulaire de l'inforoute =: Information highway vocabulary. Ottawa: Fédération canadienne des enseignantes et des enseignants = Canadian Teachers' Federation, 1996.

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Organization, World Meteorological, ed. International meteorological vocabulary =: Vocabulaire météorologique international. 2nd ed. Geneva, Switzerland: Secretariat of the World Meteorological Organization, 1992.

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Page, Jean Le. Vocabulaire de l'emballage =: Vocabulary of packaging. Ottawa, Canada: Travaux publics et services gouvernementeaux, 1994.

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Morgan, John. Vocabulary. Oxford: Oxford University Press, 1986.

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Dunn-Rankin, Patricia. Vocabulary. 3rd ed. New York: McGraw-Hill Pub. Co., 1990.

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Stanford, Gene. Vocabulary. 2nd ed. New York: Phoenix Learning Resources, 1988.

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Book chapters on the topic "Vocabulary"

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van Emden, Joan. "Vocabulary." In Handbook of Writing for Engineers, 5–22. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-10330-0_2.

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Emden, Joan van. "Vocabulary." In Writing for Engineers, 5–21. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80276-6_2.

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Steffani, Susan, and Leesa V. Huang. "Vocabulary." In Encyclopedia of Clinical Neuropsychology, 2656–57. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1498.

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Horobin, Simon. "Vocabulary." In Chaucer’s Language, 69–95. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27457-1_5.

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Steffani, Susan, and Leesa V. Huang. "Vocabulary." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1498-3.

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Steffani, Susan, and Leesa V. Huang. "Vocabulary." In Encyclopedia of Clinical Neuropsychology, 3659–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1498.

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Topaloğlu, Simge. "Vocabulary." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2414-1.

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Kävrestad, Joakim. "Vocabulary." In Guide to Digital Forensics, 125–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67450-6_12.

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Blake, N. F. "Vocabulary." In An Introduction to the Language of Literature, 51–68. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-21101-2_5.

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "Vocabulary." In The International Student Handbook, 40–58. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_4.

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Conference papers on the topic "Vocabulary"

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Gey, Fredric, Michael Buckland, Aitao Chen, and Ray Larson. "Entry vocabulary." In the first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2001. http://dx.doi.org/10.3115/1072133.1072172.

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Esteves, Diego, Diego Moussallem, Ciro Baron Neto, Tommaso Soru, Ricardo Usbeck, Markus Ackermann, and Jens Lehmann. "MEX vocabulary." In SEMANTiCS '15: 11th International Conference on Semantic Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2814864.2814883.

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Hon, Hsiao-Wuen, and Kai-Fu Lee. "Vocabulary and environment adaptation in vocabulary-independent speech recognition." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1992. http://dx.doi.org/10.3115/1075527.1075565.

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Palacios, Cristina, and Cristina Pérez-Guillot. "EXPOSURE TO VOCABULARY TRANSLATION: ITS IMPLICATIONS ON VOCABULARY ACQUISITION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1377.

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Tellols, Dolça, Takenobu Tokunaga, and Hikaru Yokono. "Vocabulary Volume: A New Metric for Assessing Vocabulary Knowledge." In 14th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011046300003182.

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Chang, Chen-Chuan K., and Héctor García-Molina. "Mind your vocabulary." In the 1999 ACM SIGMOD international conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/304182.304212.

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Hung, Hsiu-Ting, Hui-Chin Yeh, and Chuan-Wen Chiang. "Computer Assisted Vocabulary Learning: Examining English Language Learners' Vocabulary Notebooks." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.158.

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Hon, H. W., and K. F. Lee. "Vocabulary learning and environment normalization in vocabulary-independent speech recognition." In [Proceedings] ICASSP-92: 1992 IEEE International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1992. http://dx.doi.org/10.1109/icassp.1992.225866.

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Zhou, Xiaosheng, Hiang Loon Low, and Ying Soon Goh. "Student Vocabulary Advancement in a Seamless Chinese Vocabulary Learning Environment." In 2022 IEEE 2nd International Conference on Educational Technology (ICET). IEEE, 2022. http://dx.doi.org/10.1109/icet55642.2022.9944486.

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Dzulkiflee, Marlini binti Michael. "ESL Teachers’ Use of Vocabulary Digital Content for Vocabulary Instruction." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.12.

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Reports on the topic "Vocabulary"

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Hon, Hsiao-Wuen, and Kai-Fu Lee. Vocabulary and Environment Adaptation in Vocabulary-Independent Speech Recognition. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada457730.

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Jason, Nora H. FIREDOC vocabulary list. Gaithersburg, MD: National Bureau of Standards, 1985. http://dx.doi.org/10.6028/nbs.ir.85-3231.

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Jason, Nora H., and Nora H. Jason. FIREDOC vocabulary list, 3rd edition. Gaithersburg, MD: National Institute of Standards and Technology, 1990. http://dx.doi.org/10.6028/nist.sp.779.

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Jason, Nora H. FIREDOC vocabulary list, 2nd edition. Gaithersburg, MD: National Bureau of Standards, 1987. http://dx.doi.org/10.6028/nbs.ir.87-3545.

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Reschke, J. The "xml2rfc" Version 2 Vocabulary. RFC Editor, February 2016. http://dx.doi.org/10.17487/rfc7749.

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Hoffman, P. The "xml2rfc" Version 3 Vocabulary. RFC Editor, December 2016. http://dx.doi.org/10.17487/rfc7991.

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Jason, Nora H. FIREDOC vocabulary list, 4th ed. Gaithersburg, MD: National Institute of Standards and Technology, 1997. http://dx.doi.org/10.6028/nist.ir.6033.

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Enghardt, R., and C. Krähenbühl. A Vocabulary of Path Properties. RFC Editor, September 2023. http://dx.doi.org/10.17487/rfc9473.

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Roesler, David. A Computer Science Academic Vocabulary List. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7414.

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Jones, Adam. Emerging Lexical Organization from Intentional Vocabulary Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1948.

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