東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Adapting a vocabulary notebook strat...

Taveggia, Diane Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

Adapting a vocabulary notebook strategy to the needs of community college English Language Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Adapting a vocabulary notebook strategy to the needs of community college English Language Learners./
Author:	Taveggia, Diane Elizabeth.
Description:	269 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559060
ISBN:	9781303039270

Adapting a vocabulary notebook strategy to the needs of community college English Language Learners.
Taveggia, Diane Elizabeth.

Adapting a vocabulary notebook strategy to the needs of community college English Language Learners. - 269 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2013.

Vocabulary, both the number of words and the knowledge about each word, are important in the comprehension of academic text in post-secondary education, and adult English language learners often have vocabularies of low quantity (number of words) and quality (knowledge about words). Research points to the effectiveness of teaching independent vocabulary learning strategies as a path to independent vocabulary learning for ELLs, but the specifics of what to teach and how to teach it are less clear. The present study investigated an independent vocabulary learning strategy, the vocabulary notebook, with ELLs studying in a community college academic English as a second language program.

ISBN: 9781303039270Subjects--Topical Terms:

1019158
Education, General.

Adapting a vocabulary notebook strategy to the needs of community college English Language Learners.
LDR:03172nam a2200301 4500 001 1959651
005 20140520124452.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303039270
035 $a (MiAaPQ)AAI3559060
035 $a AAI3559060
040 $a MiAaPQ $c MiAaPQ
100 1 $a Taveggia, Diane Elizabeth. $3 2095131
245 1 0 $a Adapting a vocabulary notebook strategy to the needs of community college English Language Learners.
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Barbara A. Bradley.
502 $a Thesis (Ph.D.)--University of Kansas, 2013.
520 $a Vocabulary, both the number of words and the knowledge about each word, are important in the comprehension of academic text in post-secondary education, and adult English language learners often have vocabularies of low quantity (number of words) and quality (knowledge about words). Research points to the effectiveness of teaching independent vocabulary learning strategies as a path to independent vocabulary learning for ELLs, but the specifics of what to teach and how to teach it are less clear. The present study investigated an independent vocabulary learning strategy, the vocabulary notebook, with ELLs studying in a community college academic English as a second language program.
520 $a The purpose of the study was to determine how to most effectively implement a vocabulary notebook intervention, and what modifications researcher, teacher, and students would need to make to the strategy to make it actually useful and feasible. A mixed methods, formative experiment was conducted. Five focal students and nine other participants used the vocabulary notebook, and then provided feedback, via surveys, interviews, focus groups, and a post-semester reflection. In addition, classroom observation data were collected, and the teacher was interviewed. Interviews were transcribed and surveys, focus groups, and classroom observations were summarized. All transcripts and summaries were then coded. Finally, a Vocabulary Levels Test was given as a pre- and post-test, and quantitatively analyzed.
520 $a Results suggest that, although very interested in learning vocabulary, students had very few comprehensive and coherent strategies in place. The vocabulary notebook iv became a tool for talking about what matters in learning about words and word meanings, so as to effect a change in student strategy use in collecting information about words so as to be able to use new words correctly. In addition, learners expressed a strong need to develop their social language, and initially indicated no real understanding of the disconnect between social and academic language. Finally, no statistically significant difference was found between the pre- and post-Vocabulary Levels Test. Other findings and implications for practice are also discussed.
590 $a School code: 0099.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Community College. $3 1018008
690 $a 0515
690 $a 0275
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1020314
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 0099
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559060