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Dissertations / Theses on the topic 'Vocabulary size'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

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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Andersson, Lisa. "Is the Yes/No method reliable for measuring vocabulary size?" Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3371.

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<p>The main purpose of this paper was to construct and try out a test that could measure the size of both the receptive and productive vocabulary. This was a joint project, done by three students at the C-level in English in 1997. Before the test was constructed the students looked into previous investigations and different test methods used. The project group chose the Yes/No method as their test format. 23 students in their second year of their education at a theorectical programme in upper secondary school and 16 adult students at Komvux took the test in this paper. The results of the test

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Hashimoto, Brett James. "Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5958.

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For decades, vocabulary size tests have been built upon the idea that if a test-taker knows enough words at a given level of frequency based on a list from corpus, they will also know other words of that approximate frequency as well as all words that are more frequent. However, many vocabulary size tests are based on corpora that are as out-of-date as 70 years old and that may be ill-suited for these tests. Based on these potentially problematic areas, the following research questions were asked. First, to what degree would a vocabulary size test based on a large, contemporary corpus be reli

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Hess, Brittany A. "Vocabulary Size in Children with Down Syndrome:." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/93.

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Children with Down Syndrome (DS) experience cognitive delays with language being one of the most impaired domains. Exploring the effects of congenital heart defects (CHD), hospitalization, hearing impairment, and parental concern can provide a more precise view of factors affecting language development. Participants were 49 children with DS, 22 to 54 months of age. Expressive and receptive vocabulary size was obtained using a word count with the MacArthur Communication Development Inventory (MCDI). Medical information was obtained from the child’s medical file. Results showed expressive vocabu

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Wang, Xuan. "The Relationship between Receptive and Productive Vocabulary Size in an English as a Foreign Language Context." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17640.

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This study aims to explore the relationship between receptive and productive vocabulary size and individual variance factors that might relate to this established relationship. Individual variance factors included reading ability, whether participants are studying in an arts or science stream, and the ratio of the score at the most frequent 2,000 word level to the overall vocabulary score. Two hundred and forty-six English as a Foreign Language (EFL) high school students in China were recruited to complete four tests to explore these research components. Participants completed the English-Chin

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Tan, Seok Hui. "Factors in infant word learning." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252252.

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Eyckmans, June. "Measuring receptive vocabulary size : reliability and validity of the yes/no vocabulary test for French-speaking learners of Dutch /." Utrecht : LOT, 2004. http://catalogue.bnf.fr/ark:/12148/cb40153601d.

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Kornisch, Myriam. "Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/6737.

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This study investigated the relationship between working memory and language in typically developing young children. The aim was to gain a better understanding of language development, in particular, the involvement of visual and verbal short-term memory in language acquisition and its influence on vocabulary size. It explored possible underlying causes of why some children have problems in the process of learning to talk, whereas other children acquire language easily. A total of 51 New Zealand English speaking children aged two to five completed a battery of assessments measuring receptive a

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Cunningham, Mirjam. "Parent-reports of children's vocabulary skills : How reliable are parents' estimates of their children's vocabulary skills?" Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17165.

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The study examined the reliability of parents' reports of their child's verbal skills. Parents to 17 children participated and completed the toddler version of the MacArthur-Bates Communicative Development Inventory (CDI). It was found that the correlation between the reports made by the mothers and fathers was very strong. All in all the parents had a very similar understanding of their child's verbal skills.<br>Denna studie undersökte hur väl föräldrars rapport av deras barns språkförmåga stämmer överens. Föräldrarna till 17 barn deltog och fyllde i toddler-versionen av the MacArthur-Bates C

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Chan, Kwan-pang Kenneth. "Reading comprehension and lexical knowledge : a search for the lexical coverage and vocabulary size thresholds in reading /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18813604.

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Nadarajan, Shanthi. "Measuring Academic Vocabulary Size and Depth in the Writing Classroom: Does it Really Matter?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194167.

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This is an in-depth study of word knowledge where the researcher attempts to investigate the need to systematically teach vocabulary in the language classroom. It is motivated by findings within second language (L2) vocabulary testing research that state that the current communicative language learning environment is insufficient for L2 learners to acquire adequate vocabulary knowledge and L2 learners need help with vocabulary learning (Laufer, 2005). This semester-long study explores the need to provide explicit vocabulary instruction from within a meaningful environment. It als

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Matsuo, Tohru. "THE ROLES OF LEXICAL SIZE, DEPTH, AND AUTOMATICITY OF WORD RECOGNITION ON READING COMPREHENSION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/438201.

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Teaching & Learning<br>Ed.D.<br>This study is a cross-sectional investigation into the relationship among Japanese EFL learners’ vocabulary size, two aspects of depth of vocabulary knowledge, polysemy and collocational knowledge, and automaticity of word recognition specified as orthographic decoding speed and lexical meaning access speed, and the roles these aspects of lexical knowledge play in general academic reading comprehension as well as in each of five Reading Comprehension item types—Main Idea, Stated Details, Paraphrased Details, Guessing Vocabulary from Context, and Making Inference

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Sukying, Apisak. "The Relationship between Receptive and Productive Affix Knowledge and Vocabulary Size in an EFL Context." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17630.

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Affix knowledge, the ability to use prefixes and suffixes, is an essential mechanism for vocabulary acquisition and growth. Research demonstrates a positive relationship between affix knowledge and vocabulary size yet little is known about how these English affixes are acquired. Therefore, this study investigated the nature of affix acquisition, in terms of linguistic and psycholinguistic features, using Bauer and Nation’s (1993) word family construct. The study also aimed to determine whether, and to what extent, receptive and productive affix knowledge contributes to vocabulary size. A total

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陳君朋 and Kwan-pang Kenneth Chan. "Reading comprehension and lexical knowledge: a search for the lexical coverage and vocabulary size thresholds inreading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959246.

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Fritz, Cortney M. "The Influence of Language Preference on Bilingual Children's Expressive and Receptive Vocabulary and Reading Ability." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_theses/87.

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Given the increase of Spanish- and English-speaking bilingual students in US schools, identifying the predictors of reading in this group of students is of significant importance to developing appropriate screening measures and intervention strategies. Thus, the current study evaluated the pattern of language preference in an elementary school bilingual (Spanish-English) population and its relationship with expressive and receptive vocabulary, and broad reading ability in English and Spanish. Participants were 58 Latino students ranging in age from 7 years, 5 months to 11 years, 1 month (M =

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Akbari, Neda. "Comparing the trends of development in L2 and L1 mental lexicon : associations, vocabulary size, and reaction time." Doctoral thesis, importedStudentThesis, 2014. https://researchprofiles.canberra.edu.au/en/studentTheses/729cdfcb-5dfb-43f1-b287-32dd400cee2a.

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Aliaga, Moraga Alejandra, Contreras Carlos Escobar, Romero José Farías, et al. "Measuring receptive vocabulary size and receptive collocation knowledge of chilean EFL university learners and native speakers of English." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/170432.

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Lemmouh, Zakaria. "The Relationship among Vocabulary Knowledge, Academic Achievement and the Lexical Richness in Writing in Swedish University Students of English." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42765.

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The main aims of the thesis are: to explore the development of Swedish university students’ vocabulary knowledge, size and depth and vocabulary use (i.e. lexical richness) in their written output, to examine the relationship between these, their relationship to examination grades, and to investigate how these relationships develop over time. The results showed that over one year of university studies stronger links between the two dimensions of vocabulary knowledge, size and depth are established. No relationship was found between informants’ vocabulary size and lexical richness. However, a mo

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Casali, Sherry Perdue. "The effects of recognition accuracy and vocabulary size of a speech recognition system on task performance and user acceptance." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43383.

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Gonzalez, Melanie. "The Intricate Relationship between Measures of Vocabulary Size and Lexical Diversity as Evidenced in Non-Native and Native Speaker Academic Compositions." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5748.

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The present study, a quantitative lexical analysis, examines the extent to which vocabulary size and lexical diversity contribute to writing scores on advanced non-native speakers' and native speakers' academic compositions. The data consists of essays composed by 104 adult non-native English learners enrolled in advanced second language writing courses and 68 native speaking university students in a first-year composition course. The lexical diversity of the sample essays is quantified by both the Measure of Textual Lexical Diversity (MTLD) and the voc-D while vocabulary size is measured by

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Shek, Miu-shan. "A comparative study of the vocabulary learning strategies and vocabulary size between EMI(English as a medium of instruction), CMI(Chinese as a medium of instruction) and partial EMI secondary six students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38744569.

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Shek, Miu-shan, and 石妙珊. "A comparative study of the vocabulary learning strategies and vocabulary size between EMI(English as a medium of instruction),CMI(Chinese as a medium of instruction) and partial EMI secondary sixstudents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38744569.

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Doty, Astrid Zerla. "Spoken word recognition in quiet and in noise by native and non-native listeners: Effects of age of immersion and vocabulary size." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1939.

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In spoken word recognition, high-frequency words with few neighbors and less frequently occurring minimal pair neighbors (lexically easy words) are recognized more accurately than low-frequency words with many and more frequently occurring neighbors (lexically hard words). Bradlow and Pisoni (1999) found a larger easy hard word effect for non-native than native speakers of English. The present study extends this work by specifically comparing word recognition by non-native listeners with either earlier or later ages of immersion in an English-speaking environment to that of native English spea

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Kwon, Hee-Chang. "Le vocabulaire scientifico-technique dans les "Hymnes" de Ronsard (1555-1556)." Dijon, 1994. https://nuxeo.u-bourgogne.fr/nuxeo/site/esupversions/c81c879b-29c6-48b2-aaa5-166b18834f91.

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Les études ronsardiennes connaissent une prolifération considérable depuis une dizaine d'années, en particulier, les Hymnes bénéficient d'un développement exceptionnel. Toutefois, peu d'études sur les Hymnes se rapportent aux problèmes formels et, surtout s'agissant de la langue, rien ne s'accuse spécialement. Ainsi, il parait utile de procéder dans un premier temps à un relevé complet du vocabulaire scientifique et technique afin d'examiner sa spécificité. Après ce travail lexicographique, notre enquête portera sur la position du poète dans ses Hymnes vis-à-vis de ses nombreuses déclarations

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Hsu, Eric Chen-her, and 徐正和. "THE ASSESSMENT OF ENGLISH VOCABULARY KNOWLEDGE: VOCABULARY SIZE AND KNOWLEDGE OF LEXICAL COLLOCATION." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/37w8p5.

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碩士<br>銘傳大學<br>應用語文研究所碩士班<br>92<br>The College Entrance Examination Center (CEEC) in Taiwan not only dominates the Scholastic Aptitude English Test (SAET) of the college entrance examination but also compiles a word list as the reference to senior high school English textbooks. In other words, the CEEC word list stands for the threshold of academic vocabulary knowledge in Taiwan. Moreover, vocabulary breadth and depth are two fundamental dimensions when assessing vocabulary knowledge. Particularly, vocabulary size and knowledge of lexical collocation are two of the most important indicators of

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Jan, Eric, and 詹曄暐. "A Vocabulary-Size Independent Mandarin Word Recognition System." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/85252080954914415404.

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碩士<br>國立成功大學<br>資訊工程研究所<br>81<br>The difficulties in large vocabulary size speech recognition system are the high computation load and low recognition rate. In this thesis,a vocabulary-size independent recognition system is proposed to overcome the above two problems.The recognition unit of conventional word recognizer is usually "word",but we choose "phoneme" as recognition unit. In other word,each syllable is divided into two parts - consonant and vowel. In this system,several schemes are

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Jiang, Pei-shan, and 蔣佩珊. "The Relationship Between EFL Learners' Vocabulary Size and Reading Comprehension." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/04678428500241193704.

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碩士<br>國立高雄師範大學<br>英語學系<br>92<br>The aim of this study was to investigate the relationship between Taiwanese EFL learners’ vocabulary size and reading comprehension. The connection between vocabulary size and performances on reading the lines, reading between the lines, overall reading comprehension, and reading texts with distinct vocabulary difficulties was targeted. Further, the performances on reading the lines and between the lines in relation to overall reading comprehension were explored. The subjects were 133 undergraduates from the Physical Education, Geography, and English

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Wang, Yi-ya, and 王怡雅. "Engineering and Management Freshmen''s Academic Vocabulary Size." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/49288089135238072373.

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碩士<br>國立高雄第一科技大學<br>應用英語研究所<br>99<br>Vocabulary is the most basic element in language proficiency, especially in reading comprehension. Many studies have investigated students’ general vocabulary size and found that the larger vocabulary size is, the better reading comprehension is. However, relatively few studies have focused on academic vocabulary. Because of the importance of English academic vocabulary in Taiwan’s tertiary educational institutions, which make extensive use of English content textbooks in their courses to prepare students for future careers, this study should provide insigh

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Lin, Wei-tien, and 林維恬. "A Study of TVES College Students' Vocabulary Size and the Vocabulary of Their English Field-Specific Textbooks." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/58289065835444184839.

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碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>91<br>A Study of TVES College Students’ Vocabulary Size and the Vocabulary of Their English Field-Specific Textbooks Student : Lin, Wei-Tien Advisor : Dr. Joe, Shih-Guey Institute of Applied Foreign Languages National Yunlin University of Science & Technology ABSTRACT The present study aimed to investigate if there was any gap between the vocabulary size of TVES college students and the vocabulary level of their field-specific English textbooks in order to detect if TVES college students have enough vocabulary knowledge for understan

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陳志文. "An investigation of factors affecting vocabulary size in typically developing preschools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/82580022481701772586.

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碩士<br>國立高雄師範大學<br>聽力學與語言治療研究所<br>102<br>Abstract Learning a new word involves at least learning its sound, referent and the sound-referent association. The goal of this study was to investigate how these three aspects of learning relate to individual differences in vocabulary size. Typically developing 4- (n= 21) and 6-year-olds (n= 20) participated in this study. All children took part in a semantic category learning task, a nonword repetition task and a sound-picture paired-associate task. Children’s receptive and expressive vocabulary size was also measured. All children were tested on

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Yeh, Hsiao-Chi, and 葉曉琪. "Differences of English Teaching Enviornments on Kidergarteners’Phonolongical Awareness and Vocabulary Size." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20801737337183119619.

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碩士<br>樹德科技大學<br>兒童與家庭服務系<br>99<br>ABSTRACT English is the international language that modern people have to learn. And the education policy of Taiwan gradually moves towards internationalization, has made English education to primary schoolaged stage. This study attempted to inverstgate the differences of kindergarteners’ abilities of phonolongical awareness and vocabulary size in two different teaching English environments. The purposive sampling method was adopted during September 2010 to January 2011 in two kindergarten classes’ children in Kaohsiung Metropolican area. A total of 38 childre

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"Metacognitive knowledge, vocabulary size and EFL reading comprehension of Chinese tertiary students." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074693.

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Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also p

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Cheng, Hsun, and 鄭郇. "Detecting DIF of a Pictorial Vocabulary Size Test: A Social-Cultural Inquiry." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/kmm8cm.

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碩士<br>國立臺灣師範大學<br>英語學系<br>103<br>The present study aims to investigate the differential item functioning (DIF) of cultural capital on Pictorial Vocabulary Size Test (PVST) for junior high school students. This study also identifies the reasons account for such DIF phenomena, and ensures the fairness of PVST. It is hoped that an appropriate vocabulary size test for junior high school teachers is provided. Participants were 1,393 junior high school students from different urban and rural areas of Taiwan. DIF analyses were conducted to identify test items that account for the DIF phenomena. DIFAS

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Huang, Chin-Yi, and 黃靜怡. "A Study of University Students’ Performance in Vocabulary Size and Strategy Selection." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27143642515355169950.

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碩士<br>立德管理學院<br>應用英語研究所<br>95<br>Since insufficient vocabulary knowledge has been a crucial factor to influence and frustrate many university students in reading academic English textbook (Lin, 2003; Li, 2004). This study aimed to investigate the university students’ performance in decoding unknown words and strategy selection. The participants were 278 university students at a technological university and a college of management in Tainan. All of the participants were required to complete “Vocabulary Level Test” adopted from Nation and Laufer (1999), and Vocabulary Test with Context Clues (VT

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Chen, Ting-I., and 陳亭伊. "Research on Vocabulary Size of the English Subject in Civil Service Examinations." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32589848382120236907.

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碩士<br>國立臺灣科技大學<br>應用外語系<br>103<br>Civil service examinations have been attracting more and more attention due to the increasing number of test-takers in Taiwan. As there are many corpus-based studies on textbooks and academic fields, few studies have focus on civil service examinations. This study aims to examine the most frequently used words in civil service examinations (2007-2013) in Taiwan and the vocabulary coverage. Wordsmith was implemented to create wordlists and to explore the most frequently used words. The analytical tool, Range was used to make comparisons of the vocabulary covera

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Chang, Keng-che, and 張耕哲. "The Relationships between EFL College Freshmen's Vocabulary Size and Their Listening Performance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31330454533722616794.

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碩士<br>國立彰化師範大學<br>英語學系<br>102<br>Vocabulary knowledge is considered as a crucial element of the successful language learning (Nation, 2001; Read, 2000). This study aimed to investigate the relation between vocabulary size and listening performance and tried to explore the vocabulary size of Taiwanese college students in EFL context. In addition, current research also tried to find out the level of vocabulary size for passing GEPT intermediate listening test. Lastly, based on the GEPT listening test of intermediate level, the study examined the relationship between vocabulary size and different

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Hsu, Pi-ting, and 許碧婷. "The Correlation between Senior High School Student's Vocabulary Size and Reading Performance." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/e32dqg.

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碩士<br>國立臺灣師範大學<br>英語學系在職進修碩士班<br>97<br>This study investigates how vocabulary size correlates with reading performance, specifically, how Taiwanese senior high school students’ receptive vocabulary size influences their reading comprehension in Taiwan’s college entrance examination. This study also aims to estimate the number of word families needed for the reading texts of the Scholastic Aptitude English Test (SAET) and to suggest a reasonable vocabulary learning goal for Taiwanese senior high school students. The subjects were 306 2nd-year students from two senior high schools in northern Ta

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Tseng, Szu-Ling, and 曾思菱. "The Relationship of EFL Learners’ Vocabulary Knowledge to Their Speaking Performance: Productive Vocabulary Size, Lexical Collocational Knowledge and Idiomatic Knowledge." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/66030361240874117989.

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碩士<br>臺北市立教育大學<br>英語教學系碩士班<br>101<br>The present study aims to investigate the relationship between English speaking performance (ESP) and three vocabulary components, including productive vocabulary size, lexical collocational knowledge, and idiomatic knowledge. Specifically, the study intends to answer the following three research questions: (1) What is the relationship between productive vocabulary size and ESP? (2) What is the relationship between lexical collocational knowledge and ESP? (3) What is the relationship between idiomatic knowledge and ESP? A total of 32 English-majored graduat

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Chuang, Hui-Wen, and 莊惠文. "An Exploratory Study on EFL Student Use of Vocabulary Learning Strategies and Its Relationship with Vocabulary Size and Reading Proficiency." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20841223741026004624.

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碩士<br>大葉大學<br>應用外語研究所<br>102<br>ABSTRACT This study aimed at exploring college students’ vocabulary learning strategies (VLS) and its relations to vocabulary size and reading proficiency. Participants in this study were 170 students from central Taiwan that were ability-grouped into three different levels for required English classes before participating in the study. The instruments used in the study included a VLS questionnaire based on Schmitt’s taxonomy of VLS and a vocabulary size test derived from Nation’s vocabulary level test. The findings of the study indicated that first, regardless

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Wang, Madge Szu-yin, and 王思穎. "A Study on the Relationship of Senior High School Students’ Vocabulary Learning Self-regulating Capacity and Mastery of Vocabulary Learning Strategies to English Achievement and Vocabulary Size." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12894191450814387967.

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碩士<br>國立臺灣師範大學<br>英語學系<br>97<br>The present study aims to investigate the relationships of Taiwanese senior high school students’ vocabulary learning self-regulating capacity and mastery of vocabulary learning strategies to English achievement and English vocabulary size. Gender effect was also examined. Two hundred and twenty-six senior high school students (123 males and 103 females) were recruited to participate in this study. A vocabulary learning strategy mastery scale, a self-regulating capacity in vocabulary learning scale, and a Vocabulary Levels Test were adopted in the present st

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Martens, Catharina Elisabeth. "An analysis of the vocabulary and reading comprehension challenges faced by first year B.Ed. students / Catharina Elisabeth Martens." Thesis, 2014. http://hdl.handle.net/10394/15401.

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First year students at university level encounter various challenges that might impact on their success or failure. At this level, learning is fairly dependent on extensive and intensive reading, thus the reader should have an adequate vocabulary size to assist with the reading comprehension process. Knowledge of vocabulary (or words) is deemed an essential factor in reading proficiency, mainly because meaning is derived from words and also because of the connection between words and comprehension of text. This study investigated the particular relationship among vocabulary size and vocabulary

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Chao, Hsiao-Yun, and 趙曉蕓. "The Analysis of Vocabulary Size and Levels in Myanmar High School English Textbooks." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/01611242231777752873.

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碩士<br>玄奘大學<br>應用外語學系碩士班<br>101<br>The purposes of this study are to do the researches on the vocabulary size and levels of the high schools English textbooks in Myanmar. By comparing to the College Entrance Examination Center in Taiwan English Word List (EWL) which was analyzed and addressed by Cheng (2002), the worldwide word lists—General Service List (GSL) and the Academic Word List (AWL), the vocabulary size and levels of the high school English in Myanmar could be disclosed and discovered. The main sources of the data were the most widely used textbooks in public high schools and publishe

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Hsu, Fang-hsien, and 許紡銜. "A Comparative Analysis of Vocabulary Size in Elementary School English Textbooks in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01879222819575229617.

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碩士<br>南台科技大學<br>應用英語系<br>98<br>This study used Taipei’s 320 Word list and three English word lists (300 High Frequency Words, 315 Dolch Sight Words and 300 Fry’s Instant Words) to build a vocabulary size for elementary school students. Four sets of English textbooks (Hess, Kang-xuan, Longman and Melody) were examined to uncover whether or not the textbooks published are based on the Taipei’s 320 Word list, the MOE’s 1000 Basic English words and three English word lists. Overlap and coverage were analyzed using Text Lex Compare and RANGE32. In addition, a questionnaire survey is conducted to in

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Chang, Ching-yi, and 張靜宜. ")The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35945879605969477349.

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碩士<br>國立臺灣師範大學<br>英語學系在職進修碩士班<br>98<br>This study aimed to investigate how extensive reading affected vocational high school students’ reading comprehension, listening comprehension, vocabulary size, and attitudes. Two intact classes at a vocational high school in northern Taiwan were assigned as the experimental group and the control group. A twelve-week extensive reading program was incorporated as part of an elective course for the experimental group. With one class period every week spent on the program for one book, the experimental group students read graded readers or children’s literat

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Ma, Yu-han, and 馬郁涵. "A Study on the Relationship between L2 Learners' Reading Comprehension and Vocabulary Knowledge: Vocabulary size, word association, collocation, and derivative word form." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/58328755998813333178.

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碩士<br>臺北市立教育大學<br>英語教學系碩士班<br>100<br>The present study aims to investigate how four vocabulary subcomponents, vocabulary size, word association, collocation, and derivative word form related to English reading comprehension performance, and how they interrelated with one another. In addition, this study also seeks to explore the overall and respective contribution of these subcomponents to reading comprehension. The participants in the present study were 124 college students from Taipei Municipal University of Education. This study employed four tests: (1) one vocabulary levels test, measuring

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HSUEH, WEI-MING, and 薛偉明. "An Investigation of The Relationship Between Vocabulary Size, New Word Learning, and Phonological Awareness." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u6z8mq.

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碩士<br>國立高雄師範大學<br>特殊教育學系<br>105<br>The purpose of the current study is to investigate the relationship between vocabulary size, new word learning and phonological awareness in preschool children. Sixty-three typically developing children aged 4 to 5 years participated in the study. All participants completed four tasks: a receptive and expressive vocabulary task, a new word comprehension and production task, a digit span task, and a phonological awareness task composed of three subtests including syllable, onset-rime, and phoneme awareness. A hierarchical multiple regression analysis indicated

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Ko, Ya-chen, and 柯雅珍. "The Role of Phonological Processing Abilities in the Taiwanese Seventh Graders' English Vocabulary Size." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25945267175650573883.

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碩士<br>國立臺灣師範大學<br>英語學系<br>100<br>The English vocabulary gap between junior high and senior high education stage is huge, so students in Taiwan often find it challenging to expand their vocabulary from 1,200 words to 7,390 words. Since a vast body of research has demonstrated a positive link between vocabulary learning and phonological processing abilities, the present study intends to shed some light on the role of phonological processing abilities in the Taiwanese seventh graders’ vocabulary size. Specifically, phonological processing abilities consists of three subcomponents—phonologica

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鄭名秀. "The Application of Latent Trait Theory to Developing and Validating a Vocabulary Size Test." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42934788989224936478.

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碩士<br>國立臺灣師範大學<br>英語學系在職進修碩士班<br>102<br>Vocabulary size is closely related to language learners’ overall proficiency. It correlates significantly with listening, speaking, reading and writing. Incorporating a word into one’s mental lexicon requires repetition. To acquire new vocabulary words effectively, a learner need to have a clear idea of his current vocabulary size to concentrate his efforts onto the reading and vocabulary learning material that fits his present vocabulary size. However, for now, no vocabulary size test is developed based on the Taiwanese learning context. The present

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Kung, Lin-chuan, and 龔琳娟. "THE RELATIONSHIP BETWEEN VOCATIONAL HIGH SCHOOL STUDENTS’ PRODUCTIVE VOCABULARY SIZE AND WRITTEN COLLOCATION ERRORS." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41583434442386637289.

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碩士<br>國立高雄師範大學<br>英語學系<br>100<br>The aim of this study was to investigate the relationship between vocational high school students’ productive vocabulary size and written collocation errors. The correlations between productive vocabulary size and the frequency of written collocation errors, and the types of errors were explored. Besides, this study examined the effects of different writing tests on the frequency of collocational errors in writing. It also performed a qualitative analysis of the collocational errors and their problem sources. The subjects were 76 students studying in Kaohsi

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Li, Shih-wen, and 李詩雯. "The Effects of Vocabulary Size and Morphological Awareness on EFL College Students’ Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88185871626348999867.

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碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>100<br>The purpose of the study aims to investigate the relationships among vocabulary size, morphological awareness and learners’ performance in English reading comprehension. The research focuses on 191 freshmen from one technological university in central Taiwan. This study adopted Schmitt’s (2001) revised version of Nation’s (1990) Vocabulary Levels Test and Chang et al.’s (2005) Morphological Awareness Test to measure the participants’ receptive vocabulary size and morphological awareness. A TOEFL sample test was also administered to assess their reading perf

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