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Tesis sobre el tema "Teaching vocabulary"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de mayo de 2022

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1

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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2

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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3

Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning". HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.

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4

Shaw, Erin Margaret. "Teaching Vocabulary Through Data-Driven Learning". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3024.

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The purpose of this master's project was to write a resource book that demonstrates how teachers can use data-driven learning methods to teach vocabulary. First, a brief overview of corpus linguistics, data-driven learning, and the corpus used in this book (COCA) is given. Then, the book presents different aspects of vocabulary learning in the context of a corpus. Topics included are frequency knowledge, part of speech knowledge, morphological knowledge, synonym knowledge, collocational knowledge, and register knowledge with a chapter on each topic. For each aspect of vocabulary learning there is a section that introduces the topic to the teacher, followed by instructions on performing topic related searches in the corpus. Each chapter also includes examples and ideas for application to the vocabulary classroom. Additional chapters provide information on individual language learning, and an evaluation of the project. The goal of this project was to provide teachers with specific knowledge of vocabulary and corpus-linguistics to be able to teach less-frequently addressed aspects of vocabulary instruction and to encourage more use of corpora in the language classroom. It is hoped that after reading this book, teachers will be able to improve their vocabulary teaching and ability to use the Corpus of Contemporary American English and DDL methods in the ESL/EFL classroom. The evaluation of this project will consist of teacher reviews of the book after reading. Specifically, the questionnaire addresses readers' feelings of increased knowledge and understanding of these areas and desire to use them in the classroom.

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5

Wood, Rachel E. "Instructional Readers: Teaching Content through Vocabulary". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2517.

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This project resulted in the creation of a prototype for a new book series entitled Instructional Readers that will be linguistically engineered to assist English-language learners in acquiring academic and content-based vocabulary in the sciences. The development of the prototype represented a process of trial and error, with decisions firmly grounded in extensive research concerning linguistic features that assist vocabulary growth while reading. The end result, the prototype entitled Cellular Transport, reflects the author's best attempt to combine these features. The project write-up details the steps used in writing the prototype to aid in the creation of similar instructional readers in the future.

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6

Yip, Wai-man Florence y 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.

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7

Espmarker, Johan y Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.

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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.

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8

Ferrari, Giorgia. "Teaching and learning Arabic variation through vocabulary". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34217.

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The field of Teaching Arabic as a Foreign Language (TAFL) has seen in recent decades a growing interest in portraying and teaching one of the most salient and intrinsic features of Arabic: language variation. This thesis takes a position in contrast to approaches that portray the two varieties as being distinct and well-defined dichotomic units, in favour of an approach that interprets them as two heterogeneous language varieties within one singular linguistic system. The two language varieties are embodied by Standard and Colloquial Arabic and it is argued here for the teaching of both varieties to students of Arabic as a foreign language. In this light, this thesis sets out to investigate the development of two language skills, vocabulary knowledge and language awareness, in a diglossic learning environment. Moreover, it explores the attitudes and perceptions of the students towards Arabic variation. Two experimental methods based on focus-on-form instruction are used in this research to teach Colloquial Arabic to students of Arabic as a foreign language at higher-education level, and the empirical research is conducted within a semi-embedded research design in which qualitative and quantitative data are collected. Students from three universities participate in this research: the Universities of Exeter, Genoa and Milan. This allows for the comparison of results from students of different mother tongues. The main research question that this thesis sets out to answer is: does focus-on-form instruction lead to vocabulary development in two diglossic varieties, namely Standard and Colloquial Arabic, more effectively when it focuses on the two varieties separately or when it links their forms? Two sub-questions investigate which of the two methods of focus-on-form instruction lead more efficiently to the development of language awareness, and the impact they have on students’ attitudes towards Arabic variation. The last sub-question asks to what extent the development of the diglossic language skills and attitudes is a consequence of the method of instruction received. The results of this study suggest that the answer lies in focusing predominantly on one variety at a time with additional consolidation exercises that compare the forms of the two varieties. The main contributions of this thesis are both theoretical, to the literature of TAFL, and empirical, regarding the development of the language skills and attitudes measured.

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9

Qin, Xizhen. "Hierarchical context model for teaching Chinese vocabulary". The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400075149.

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10

Соколова, І. В. "Teaching Professional Judicial Vocabulary at English Classes". Thesis, Дніпропетровський національний університет, 2004. http://essuir.sumdu.edu.ua/handle/123456789/61779.

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Робота присвячена деяким аспектам викладання професійного судового словника на уроках англійської мови за допомогою ряду завдань та заходів.
The paper is devoted to some aspects of teaching professional judicial vocabulary at English classes through a range of tasks and activities.

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11

Hoang, Tat Truong y n/a. "Towards teaching English vocabulary to Vietnamese tertiary students". University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.

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The English language is now widely used in Vietnam. Consequently, the teaching and learning of English has become more significant , but, on the other hand, teaching methodologies, in Vietnam , still reflect those used in the past to teach other foreign languages. Vietnamese English teachers also experience difficulty coping with the many new problems which they now face. One of these difficulties is the teaching of English vocabulary. In order to develop an understanding of how best English vocabulary might be taught in the Vietnamese setting , this study identifies a particular group of students: Vietnamese tertiary students attending the Hanoi Foreign Languages Teachers' College, and then explores ways how teachers might introduce the teaching of English vocabulary, both to these students, and to the subjects the students will finally teach themselves. In order to prepare for an outline of how to carry out this teaching role, the study investigates the various problems associated with defining : the word; the types of meaning conveyed by the word; the relationship of phonology, syntax and semantics to the word, and other related matters . The study also looks at the problems which Vietnamese students have with learning English vocabulary. In this context a comparison is made of English and Vietnamese lexical and related systems. Subsequently, the study considers the different types of foreign language methods which have and are being used, with particular reference to how they were used to teach vocabulary. Finally, the study considers questions of the need to select appropriate vocabulary for the targetted students and details how teachers might effectively teach vocabulary.

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12

Solberg, Elin. "Vocabulary Teaching and Learning in a Multilingual Classroom". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86933.

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This paper presents a case study of the strategies used for vocabulary teaching and learning in a multilingual adult education English classroom with recently arrived students in Sweden. Through classroom observations, an analysis of the textbook used, an interview with the teacher, and interviews with recently arrived students, several strategies and approaches to teaching or learning English vocabulary were found. The most common strategies for teaching vocabulary were to explain the word in the target language and to put it in context, although Swedish translations were also frequently used. Among the students’ strategies found were the use of dictionaries, flash cards, wordlists, and guessing from similar words in other languages. The students reported some difficulties with Swedish translations of English words and the use of Swedish in the classroom, albeit some also appreciated the opportunity to learn more Swedish. From these findings, some potential challenges for a multilingual classroom with recently arrived students were drawn.

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13

Pyle, Doraina D. "Teaching Vocabulary Meaningfully With Language, Image, and Sound". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2875.pdf.

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14

Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.

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15

McGarry, Theresa y 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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16

Zheng, Lingzhen. "Strategies in Vocabulary Learning and Teaching : A study of vocabulary acquisition in a Chinese University". Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6771.

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17

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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18

Jue, Xia. "Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class". Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6847.

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19

Bilgin, Zikri. "Long-term Potentiation In Teaching Vocabulary In Foreign Language". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611684/index.pdf.

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This thesis mainly intends to study and reach some conclusions related to major challenges concerning vocabulary teaching or learning, how vocabulary teaching can be improved, findings obtained from the studies in order to reach that purpose and to what extend the suggested alternative vocabulary techniques are effective. It is also aimed to outline the basic insights of the mind, storage, and retrieval from the literature involving linguistics and language teaching. Based on above mentioned background knowledge, it is also intended to derive some significant conclusions to improve the effectiveness and thus the quality of vocabulary teaching in language instruction. In accordance with the principles of the human memory, how we can alter current vocabulary instruction techniques and activities and what scholars offer language teachers and learners are dealt with in detail. So as to validate and prove the efficiency of suggested techniques and activities, a case study is carried out and findings are discussed at large. Additionally, interviews about vocabulary teaching have been carried out with the involved students and instructors and the obtained data has been evaluated. In the final part of the research, some implications and suggestion related to vocabulary teaching are provided along with the underlying rationale behind them aiming to increase the quality of teaching of lexical items and as a result to increase overall quality of language instruction.

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20

Andersson, Sandra. "A study in second language vocabulary : Learning and teaching". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7940.

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This paper investigates individual learning and teaching strategies by conducting a study among pupils and teachers on the topic. Pupils have answered a questionnaire where they were asked how they learn vocabulary. In addition, teachers have been interviewed where they were asked how they teach vocabulary. Finally, it was investigated what words pupils should learn. The study showed that pupils use a variety of different learning strategies. In addition, teachers use different teaching strategies when teaching vocabulary. It is stated that there are a number of different learning strategies pupils can use. The main teaching strategies should be to teach the words in different contexts but also present different meanings to the word. Finally, high-frequency words should be in focus as well as words of specific use to the pupils.

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21

Velasquez, Flavia Melisa. "EFFECTIVENESS OF TEXT-MESSAGING IN SPANISH VOCABULARY TEACHING / LEARNING". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1228.

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Mobile learning is the attainment of any knowledge or skill through using mobile technology, anywhere, anytime (Hashemi et al. 2477). Hashemi and Ghasemi also state that mobile phones are one of the most successful technologies in the past two decades (2947). More and more educators are using mobile phones as an educational tool. Second Language Acquisition has also been redefined due to the advent of Mobile learning and text-messaging. Khazaie and Ketabi explain that "the value of deploying technology at the service of learning and teaching seems to be both self-evident and unavoidable" (174). There are many studies of using text-message technologies in education and in Second Language Leaning of English, but these publications do not provide any evidence of the use of Mobile technologies or text-messaging in Second Language Acquisition of Spanish. This paper presents a study using text-message in the teaching and learning of Spanish Vocabulary in a second semester Spanish course. It compared a Control group that used a conventional paper based task learning method and an Experiment group that used text-messaging leaning method to learn twelve Spanish Vocabulary words. The results from the study show that text-messaging can be used as an effective Spanish Vocabulary language learning tool and students enjoyed the use of this vocabulary learning method. The finding in this study could perform as a roadmap in creating more studies that involve the use of mobile learning and text-messaging in the learning of Spanish vocabulary and Spanish as a Second Language.

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22

Altalhab, Sultan. "Teaching and learning vocabulary through reading at Saudi universities". Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24930.

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Vocabulary is a vital part of learning a new language. The more learners learn new vocabulary, the more likely they are to be able to use the new language effectively. In an EFL context, where opportunities for practising English in daily life may be more limited, one of the main sources of new vocabulary is reading of English texts. Several studies have reported the challenges that Saudi students encounter in learning English. However, all of these studies looked at schools as the context for investigation and focused on teaching and learning English in general. The present research investigates the teaching and learning of vocabulary through reading at Saudi universities. It examines three main issues. First, it looks at the vocabulary teaching techniques employed by teachers teaching English in Saudi universities. Second, it examines the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading. Third, it explores both teachers' and students' attitudes towards learning vocabulary through reading. While investigating these issues, the thesis identifies specific issues in teaching and learning vocabulary through reading at Saudi universities, in order to conclude with suggestions and recommendations for EFL teaching practices and language policy. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted in order to explore the relationship between the vocabulary introduced by the textbooks and the techniques and strategies employed in the classroom by teachers and students. The findings revealed that the teachers were "textbook-centralised" with a high dependence on the prescribed textbooks although they also showed autonomy in their use of vocabulary teaching techniques and ways in which they made use of the textbooks. They employed diverse vocabulary teaching techniques, but the predominant techniques were: using synonyms, defining new words in English and using Arabic. The students used a range of VLSs and employed the strategies that they thought were "fast" and "easy" to use. They tended to avoid complex strategies. The VLSs that the participants thought they commonly used were also the ones believed to be most useful. Students identified specific benefits of using certain VLSs and they showed autonomy in employing the strategies that they most valued. These benefits were mainly in relation to providing them with accurate and diverse information on new words and helping their retention. The participants felt skilful in using most of the VLSs used in their classes and they made a link between the strategies that they used most often and their level of competence in employing these strategies. All the teachers involved in the study perceived reading as a useful strategy in learning vocabulary and most of the students shared this view. Both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The thesis concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the textbook, participants' beliefs and attitudes, learners' interests, cultural values and learners' level of competence in English.

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23

Smallwood, Ian M. "Approaches to the teaching of vocabulary : the effects of monolingual and bilingual presentation of lexical items on vocabulary acquisition /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778464.

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24

Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.

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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.

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25

Karlén, Boman Josefin. "Teaching Activities for English Vocabulary Acquisition : A quantitative study of what activities teachers use to teach vocabulary". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105368.

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This independent project investigated which teaching activities were used by teachers of English in Swedish classrooms in order to teach vocabulary, if there were any differences between secondary school and upper secondary school and how the teachers assessed that their activities had worked. Four teachers, two at secondary school and two at upper secondary school, were interviewed. The teachers answered ten predetermined questions about different aspects of vocabulary and how it is taught in a Swedish setting. The results showed that there are both similarities and differences between the educational levels. Teachers at secondary school preferred to use the coursebook and grammar-translation, even though the syllabus is communicative. The preferred activity amongst the upper secondary school teachers was to use reading in order to expand their students’ vocabularies. The teachers assessed their learners in various ways, for example through grammar-translation, book-talks, and national tests.

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26

Franco, González Sandra Atenea y Villavicencio Barbara Rose Bangle. "PROPOSAL OF ACTIVITIES FOR TEACHING VOCABULARY CONSIDERING THE MULTIPLE INTELLIGENCES THEORY". Tesis de Licenciatura, Facultad de Lenguas, 2013. http://ri.uaemex.mx/handle/20.500.11799/13668.

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El presente trabajo es una propuesta de materiales para enseñar inglés a través de la teoría de las inteligencias múltiples. Desde mi punto de vista los alumnos necesitan diferentes tipos de materiales para aprender inglés de una manera más exitosa. Además es importante mencionar que generalmente todas las personas aprenden de diferentes maneras, por estas circunstancias los profesores deben identificar las necesidades de los alumnos así como su inteligencia más desarrollada para poder enseñarles de una manera más efectiva. Hoy en día, el inglés es una lengua franca reconocida mundialmente; por consecuencia, tanto el aprendizaje como la enseñanza del inglés se han convertido en actividades importantes; como ejemplo tenemos los recursos culturales de la literatura, programas de televisión, películas, y/o la ciencia y este idioma está incluso por encima del japonés y del chino; sin dejar a un lado, el conocer personas de diferentes países, entre otros.

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Espmarker, Johan y Emanuel Tedenby. "Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30611.

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This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.

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Poon, Fung-ying y 潘鳳英. "Word Association and L2 vocabulary acquisition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956695.

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Al, Dosary Eman. "Teaching with the interactive whiteboard : how to enhance teaching vocabulary to primary children aged 8 and 9". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32860.

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The integration of information technology (ICT) into primary classrooms is increasingly crucial for engaging and stimulating digital young learners who are in daily contact with technology. In 2005 Bahrain Ministry of Education started King Hamad Future Schools Project which aimed to adopt the interactive whiteboard (IWB) in all government schools. However, there has not yet been any study that investigates the utilization of this technology in English language teaching either in primary or in intermediate and secondary schools. This thesis studies the employment and effectiveness of IWB in teaching English vocabulary to 104 young learners and their attitude and perception towards its use in their learning. Both qualitative and quantitative data were collected, through questionnaire, language tests and classroom observations. The questionnaire and the observation results indicated that IWB is highly rated and preferred by the participating young learners. Three themes emerged from observation. The first theme is the IWB impact on children as learners which entails its influence on the children’s interaction, their learning, and their behaviour; the second theme is the impact of IWB on pedagogy; this involves the use of IWB multimedia, its presentational mode of range, and the use of games. The third and final theme is the IWB’s interactional affordances that include the teachers and the pupils’ use and control of the interactive board and the IWB’s effects on the lesson’s space. The analysis of the vocabulary tests has shown a positive impact on the learning of English vocabulary which was reflected by the pupils’ test results. As the study was conducted in Bahrain and on limited number of young learners, its results are limited and cannot be generalised.

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Szeto, Ngan-ha Christine y 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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31

Longhurst, Mark. "The Benefits of Explicit Vocabulary Teaching in the EFL Classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32832.

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For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.

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Yu, Chennan. "A Study on Students' Categorizing Abilities and the Implications for Vocabulary Teaching in a Private Training School in China". Thesis, Kristianstad University, School of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6860.

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Marks, Lori J. y M. L. McMurray. "Core Vocabulary in Augmentative Communication". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3539.

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AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia". Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.

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Siedlecki, Madeleine y Alexander Lundström. "Teachers’ Beliefs Regarding Vocabulary Learning". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31611.

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This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles for our analysis of the results. The results from our findings indicate that vocabulary is being taught in both a revised traditional- and a non-traditional way. Our results also show that education and contextual factors influence how teachers teach vocabulary. From our results, we can conclude that our informants teach vocabulary for communicative purposes, but that there is a considerable difference in their approach to vocabulary learning. In addition, we can also conclude that the informants all expressed the need for further professional development in English, and that there is a need for more research on how contextual factors affect teachers in their work.

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Pang, Yee-lam Elaine y 彭綺琳. "Secondary school teachers' and students' perceptions of vocabulary acquisition teaching methods". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390981.

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Balunda, Stephanie A. "Teaching academic vocabulary with corpora student perceptions of data-driven learning /". Connect to resource online, 2009. http://hdl.handle.net/1805/2049.

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Thesis (M.A.)--Indiana University, 2009.
Title from screen (viewed on February 1, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Julie A. Belz, Ulla M. Connor, Thomas A. Upton. Includes vitae. Includes bibliographical references (leaves 65-67).

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Söderqvist, Niclas. "Racking one’s brain : Vocabulary teaching and the retention of idiomatic expressions". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53858.

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This essay presents a study of retention of idioms delving into a pedagogical approach by presenting them to a group of lower secondary students. The study also explores students’ memory retention whilst concurrently investigating if certain types of idioms are retained to a greater extent than others. For the sake of assessing memory retention in relation to these various types of idiomatic transparency, the selected idioms have been divided into three separate categories; transparent, semi-transparent and opaque depending on their literal and figurative meaning. This essay argues that opaque idioms are retained to a lesser extent in memory due to their non-transparent metaphorical meaning. In fact, the most striking finding is that idioms pertaining to the opaque category are indeed more difficult for students to learn and are also forgotten the fastest. Previous research has put emphasis on the complex structure of idioms and opinions seem divided regarding to what extent the teaching of idioms should be implemented together with other vocabulary items in a classroom setting. On the other hand, the same research emphasizes the great value of idioms; potentially expanding student vocabulary and making the English language more nuanced and native-like.

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Mohamed, Nermin Nashaat Fahmy. "Semantic sequencing in foreign language vocabulary learning : implications for language teaching". Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/4ef383ff-dfd2-4880-abd9-3cc3d2c9c011.

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40

Luckevich, Diana. "Computer Assisted Instruction for Teaching Vocabulary to a Child with Autism". NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/688.

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Children with autism have difficulty communicating. Their limited vocabulary reduces their comprehension of language and their use of speech to express thoughts and needs. Increasing vocabulary is important to improve communication skills. These children do not learn language like typical children. They have limited joint attention skills and impaired basic learning skills that impede their communication. Specialized instruction is necessary to help them learn language. They need to be explicitly taught words, phrases, and sentences. Computer assisted instruction (CAI) offers interactive, customizable, and measurable training for learning language. Children with autism can use CAI to learn at borne, in a clinic, and in a classroom. It is readily available and affordable and computers are prevalent. CAL offers repetition, predictability, and interesting instruction that can support individual and classroom instructional goals. The complications, considerations, and possibilities of using CAI in a classroom are explored in this single subject investigation. The use of CAI by a child with autism to learn words was investigated. The First Words II software by Laureate Learning Systems was used in a preschool classroom. The case provides a comprehensive description of the participant including his pre-treatment skills, treatment behaviors, and test results. Four research questions were answered. How does CAI that presents pictures of objects impact the acquisition, generalization, and retention of new words by a child with autism? How does text captioning of pictures presented in CAI affect a child with autism? What behaviors help a child with autism learn new words using CAI? How can a child with autism benefit from using CAI in a classroom? Results gathered from the CAT treatment indicate that the participant made progress toward learning new object labels. Additional skills beyond the content delivered by the CAI were also demonstrated by the participant. These skills included increased motivation, strengthened positive relationship with a teacher, improved joint attention, sustained concentration with an instructional task, and verbal and motor imitation. The participant enjoyed using the CAI l in the classroom.

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41

馬甜甜 y Tim-tim Ma. "The effectiveness of guessing vocabulary meaning using contextual clues and learning word list in terms of vocabulary retention". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262979.

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42

Leung, Yau-keung y 梁有強. "Lexical networks and foreign language vocabulary acquisition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.

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43

Curtis, Consuelo Yvonne 1958. "Socially mediated vs. contextually driven vocabulary strategies: Which are most effective?" Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8153.

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xii, 79 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Results of the 2007 National Assessment of Educational Progress (NAEP) reported the need for improving reading comprehension, especially in the upper elementary and middle school grades. Because the field of vocabulary research evidenced the strong relationship between vocabulary knowledge and reading comprehension, the National Reading Panel (2000) recommended the inclusion of direct vocabulary instruction as a necessary component in a comprehensive reading program. The field of vocabulary research, however, lacks consensus on which strategies result in the most gains in vocabulary development and reading comprehension. In this study, vocabulary development of students who learned word meanings through socially mediated strategies was contrasted with students who learned word meanings using contextually driven strategies. A total of 14 teachers of fifth grade students were randomly assigned to one of two treatment groups. The intervention group taught the socially mediated strategies of semantic mapping and the Frayer model. The teachers in the comparison group taught contextual and morphemic analysis, both contextually driven strategies. The effects of these two types of vocabulary instruction were measured using three tests, two proximal researcher developed vocabulary assessments and the more distal Gates MacGinitie vocabulary assessment. Results of this study revealed that while students in both groups made significant gains as measured by the more proximal measures, students taught through contextually driven strategies gained the most. On the distal measure only the students taught socially mediated strategies improved their performance. This study adds to the field by confirming three prior findings. Direct vocabulary instruction improved students' vocabulary development. Instruction in contextually driven strategies improved students' vocabulary learning when the dependent measure assessed knowledge of taught words. Instruction in socially mediated strategies improved students' vocabulary development when the dependent measure assessed unknown words.
Adviser: Gerald Tindal

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44

李安麗 y On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.

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45

Wu, Linglin. "Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China". Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952.

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This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.

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46

Calder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition". Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.

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47

Robinson, P. J. "The teaching and learning of vocabulary : with special reference to bilingual pupils". Thesis, n.p, 2000. http://oro.open.ac.uk/18987.

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48

Jensen, Jessie Ruth. "Examining the Effects of Explicit Teaching of Context Clues in Content Area Texts". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3076.pdf.

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49

Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.

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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of Architecture
Department of English

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50

Spielvogel, Joanna H. "Curriculum vocabulary acquisition of 4th graders using a language-sensitive teaching approach". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4709.

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The purpose of this pilot study was to determine if a direct, explicit method of teaching vocabulary with a Vocabulary Scenario Technique-Language Sensitive protocol (VST-LS) would yield gains in the vocabulary knowledge of 4th grade students greater than those seen in 4th grade students receiving vocabulary instruction typical to some general education classrooms. VST-LS is a detailed description of procedures intended to be used by a teacher in a general education classroom for direct vocabulary instruction. The VST-LS protocol provides for 14 word encounters involving listening, reading, writing, and speaking. Forty-one 4th grade students consisting of 18 males and 23 females participated in the study. All participants were attending a suburban elementary school in a large urban-suburban school district. Two 4th grade teachers at the suburban elementary school agreed to participate in the study. One of the teachers who agreed to participate in the study had previously participated in a Vocabulary Scenario Technique pilot study (Ehren, Zadroga, & Proly, 2010); therefore, her 4th grade classroom was designated as the treatment group and the second 4th grade classroom was designated as the comparison group. The treatment group received direct vocabulary instruction by a graduate student speech language pathologist (SLP) using the VST-LS protocol. The comparison group received vocabulary instruction by a 4th grade teacher using word study activities typical to some general education classrooms. Both the treatment group and the comparison group were taught 32 preselected curriculum vocabulary words across four consecutive weeks. Eight words were taught per week, for four weeks, during three thirty minute instruction periods (dosage = 6 hours). Two pre-test/post-test vocabulary measures, a multiple choice synonym test and a fill-in-the-blank/word-bank sentence test, were used to document both the treatment group and comparison group performances. Both the synonym pre-test and the sentence pre-test were administered to the treatment group and the comparison group one week prior to the commencement of the pilot study. Both the synonym post-test and the sentence post-test were administered to the treatment group and the comparison group one week after the conclusion of the study. A one way analysis of covariance (ANCOVA) was used to examine the treatment effects of the VST-LS protocol in comparison to treatment effects of vocabulary instruction typical to some mainstream classrooms. The ANCOVA testing indicated that there was a statistically significant difference in post-test scores for both the synonym measure, F(1, 35) = 14.76, p < .001, and the sentence measure, F(1, 34) = 43.66, p < .001, between the treatment condition and the comparison condition, when controlling for pre-test scores on both the synonym measure and the sentence measure. A large effect size was demonstrated, indicated by group, in regard to both the synonym measure, partial ?2 = .30, and the sentence measure, partial ?2 = .56. On average, participants in the treatment condition scored higher on both the synonym measure (M = 24.33, SE = 0.77) and the sentence measure (M = 26.24, SE = 0.76) than did the study participants in the comparison condition (synonym measure: M = 20.14, SE = 0.77; sentence measure: M = 19.03, SE = 0.78). The result of the VST-LS pilot study indicated that this method of direct vocabulary instruction was more successful in generating vocabulary gains in 4th grade students than was vocabulary instruction typically seen in general education classrooms. Additionally, the result indicated that the VST-LS protocol has potential as a viable, efficient method for teachers to use when directly teaching curriculum vocabulary words to 4th grade students in general education classrooms. A summary of the findings, limitations of the study, and suggestions for the direction of future research are discussed.
ID: 030646244; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-112).
M.A.
Masters
Communication Sciences and Disorders
Health and Public Affairs
Communication Sciences and Disorders

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