This is a preview. Log in to get access Show
Abstract In this study, word knowledge and its relation to text comprehension was examined with 50 Chinese-and 20 Korean-speaking second language (L2) learners and 40 first language (L1) speakers of Japanese. Breadth and depth of word knowledge were assessed by a word-definition matching test and a word-associates selection test, respectively. Text comprehension, which was assessed by recall and summary completion, was regressed with word knowledge scores. The results suggest, first, that there are some differences in the relative strengths in components of word knowledge between Chinese and Korean speakers and between L2 learners and L1 speakers. Second, L2 learners' text comprehension is moderately correlated with breadth and depth of word knowledge, with breadth being a stronger explanatory variable, unlike the case for native speakers. Among components of word knowledge, syntagmatic association seems to be particularly important to Chinese speakers, but not to Korean speakers and to natives. Thus, L2 learners' word knowledge and its relation to text comprehension may be influenced in a complex way by L1-related factors. Journal Information A refereed publication, The Modern Language Journal is dedicated to promoting scholarly exchange among teachers and researchers of all modern foreign languages and English as a second language. This journal publishes documented essays, quantitative and qualitative research studies, response articles, and editorials that challenge paradigms of language learning and teaching. The Modern Language Journal offers 6 or 7 essays or research studies per quarterly issue, a professional calendar of events and news, a listing of relevant articles in other journals, an annual survey of doctoral degrees in all areas concerning foreign and second languages, and reviews of scholarly books, textbooks, videotapes, and software. JSTOR provides a digital archive of the print version of The Modern Language Journal. The electronic version of The Modern Language Journal is available at http://www.interscience.wiley.com. Authorized users may be able to access the full text articles at this site. The Modern Language Journal also offers a fifth issue each year which alternates between a Focus Issue and a Monograph. Publisher Information Wiley is a global provider of content and content-enabled workflow solutions in areas of scientific, technical, medical, and scholarly research; professional development; and education. Our core businesses produce scientific, technical, medical, and scholarly journals, reference works, books, database services, and advertising; professional books, subscription products, certification and training services and online applications; and education content and services including integrated online teaching and learning resources for undergraduate and graduate students and lifelong learners. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of information and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Wiley has published the works of more than 450 Nobel laureates in all categories: Literature, Economics, Physiology or Medicine, Physics, Chemistry, and Peace. Wiley has partnerships with many of the world’s leading societies and publishes over 1,500 peer-reviewed journals and 1,500+ new books annually in print and online, as well as databases, major reference works and laboratory protocols in STMS subjects. With a growing open access offering, Wiley is committed to the widest possible dissemination of and access to the content we publish and supports all sustainable models of access. Our online platform, Wiley Online Library (wileyonlinelibrary.com) is one of the world’s most extensive multidisciplinary collections of online resources, covering life, health, social and physical sciences, and humanities. All Categories MAIN CATEGORIES
422 Downloads  Common Core Standards L.K.4, L.K.4a, L.K.4b, L.1.4, L.1.4a, L.1.4b ..., L.1.4c, L.2.4, L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.5, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d, L.3.5, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.5.4, L.5.4a, L.5.4b, L.5.4c File Type PDF (Acrobat) Document File PRODUCT DESCRIPTIONThis product was adapted from LETRS Unit 5. It can be used during vocabulary instruction to deepen students' knowledge of a word.
CONNECT WITH US Would you like to get FREE resources, updates and special offers in our teachers newsletter? Become a member. Which test may be used for both screening and progress monitoring vocabulary?The EVT-2 is a norm-referenced vocabulary assessment tool that can be used: as a screening tool in clinical and school settings, • for progress monitoring in language learning environments, • in research with speech-language pathologists, psychologists, and early childhood specialists.
How much gain in fluency as measured by WCPM is reasonable to expect from a student who reads a passage several times over a week?For improvement in fluency scores, experts have determined that tacking on between one and two WCPM per week is a reasonable expectation. Honestly, a weekly improvement of two WCPM is excellent; recognize that students may not be able to sustain that kind of improvement over a long period of time.
How many words should be taught in depth per week in the primary grades?In the primary grades about 8-10 words per week can be taught in depth. Other words must be learned informally through conversation, listening to and reading texts.
Which of the following vowel sounds would be classified by a linguist as tense vowels?Some examples of tense vowels include i, e, o, u, ɔ, and ɑ. In contrast to the articulation of a lax vowel, the tongue and other parts of the vocal apparatus are relatively tense in the articulation of tense vowels.
|
The internal associations of the dimensions of word knowledge are also known as
zusammenhängende Posts
Urheberrechte © © 2024 toptenid.com Inc.
