| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GROWTH VOCABULARY ESL": |
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The Growth of Vocabulary in ESL, 2006.
A discussion regarding the growth of vocabulary in English as a second language (ESL) classes and how vocabulary can be promoted.
7,989 words (approx. 32.0 pages), 21 sources, MLA, AU$ 251.95
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Abstract
This paper reviews the problem of teaching English to immigrant children. The paper reports a concern regarding the level of English that these children learn in ESL classes. The paper further discusses the importance of understanding foreign methods of teaching when dealing with children and ESL.
Outline:
Introduction
Vocabulary Learning in a Second Language
Vocabulary in Course Material
Conclusion
From the Paper
"Even children who have grown up in this country often struggle with the language when they are first learning, and this is especially true if their parents are poor and rather uneducated because the quality of speech that they use and their vocabulary will not be the same as individuals who have had a better education and often use larger words and explain things to their children in a more complex manner (Kameenui, 2000). Contrary to the popular beliefs of many, children are not stupid and they can understand a great deal more than many parents realize. The key is to read things to them at an early age and explain what these things mean as well as explaining the more difficult words so that the child can develop a good vocabulary and a good and thorough understanding of many of the concepts that are being explained to them (Kameenui, 2000).
There are three essential concepts with learning to read. These are an awareness of phonetics, fluency with the text, and an understanding of the actual alphabet (Stoner, 2003). A student who does not have all three of these things or at least have the basic concepts of how these things work will often not do well in school. One of the main problems with the Dibels test is that it is still reasonably knew. Having only been developed in 1996 there is not a great deal of literature that actually explains how well Dibels is doing in predicting problems with reading. Actually, that is not as technically accurate as it needs to be. Dibels does apparently do well in predicting how well students will read (Stoner, 2003). However, it does not indicate the specific problems that a student may encounter because of this and what type of interventions are necessary to help that individual. "
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Vocabulary Building With L2 Students, 2002.
An overview of teachingvoccabulary to English as a second language (ESL) students.
2,400 words (approx. 9.6 pages), 10 sources, AU$ 129.95
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Abstract
This paper is on the topic of ESL students and vocabulary. Often ESL students have limited vocabulary. What is the best computer program to teach vocabulary to ESL students? What methods work best? Studies concerning L2 students show that the best method is using multi-media methods with pictures, texts, and video.
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Vocabulary and Comprehension, 2007.
This paper discusses vocabulary and increasing the student's ability to comprehend.
1,753 words (approx. 7.0 pages), 8 sources, MLA, AU$ 82.95
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Abstract
In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to reading comprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their reading comprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that reading comprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.
Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?
From the Paper
"Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."
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Vocabulary Exercises and Word Retention, 2007.
A critique on an article by K.S. Folse, called "The Effect of Type of Written Exercise on L2 Vocabulary Retention", which discusses word retention following vocabulary exercises.
801 words (approx. 3.2 pages), 1 source, MLA, AU$ 41.95
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Abstract
This paper analyzes and critiques an article written by K.S. Folse which examines the variable effects of three different vocabulary exercises on word retention, based on a sample of ESL students enrolled in intensive language programs at American universities. The paper concludes by explaining the limitations of the study.
From the Paper
"Implications for classroom practice are extensive. Teachers who base their vocabulary exercises and assessment tools on original sentences, based on the assumption that original sentences will lead to retention, may need to rethink their approach to TESOL. Folse (2006) adds that creating original sentences place undue time and energy demands on the students, which may detract from their actual ability to retain the word. Teachers also have to spend more time on grading original sentences, and poor grammar may impact grades without reflecting whether or not the student actually understood the target word. Writing sample sentences with the target words, teachers can create more meaningful and effective exams that are also easier to grade."
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Syntax and Vocabulary Acquisition, 2006.
A look at how the public school environment frequently impedes the rate at which English as a Second Language learners acquire English syntax and vocabulary.
2,250 words (approx. 9.0 pages), 2 sources, AU$ 129.95
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Abstract
Helping English as a Second Language (ESL) learners develop syntax and vocabulary acquisition is frequently impeded in public education: pedagogical and language-comprehension theories suggest that there are effective mechanisms for best communicating data to the student in a manner that ensures the student can acquire this data and assimilate it into a functional language structure, but there are challenges to the curriculum structure that preclude the use of effective delivery systems. This paper explores these issues and demonstrates that ESL students are frequently impeded in learning advanced syntax and vocabulary by non-educational motives that impact the classroom environment.
From the Paper
"Language acquisition is a complex process regardless of the age or the background of the learner (Fotos, 2004). Acquiring even the most rudimentary of language skills involves exposure to the language in question and repeated engagement in both the written and formal and informal conversational processes."
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Vocabulary and Reading Comprehension, 2007.
An action research study on reading comprehension at the third grade level.
3,331 words (approx. 13.3 pages), 17 sources, APA, AU$ 139.95
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Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
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Teaching Reading Vocabulary, 1989.
Compares three approaches: language-experience, individualized & basal reading. Discusses purposes, techniques, word banks, strengths & weaknesses.
2,250 words (approx. 9.0 pages), 12 sources, AU$ 115.95
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From the Paper
"This paper will compare and contrast three approaches to teaching reading vocabulary: the language-experience; the basal; and the individualized.
The Language-Experience Approach
In the language-experience approach the child's own language and his environment form the basis of the reading materials and the words to be taught (Jewell & Zintz, 1980). Typically, the teaching procedures in the language experience approach include a written record, which is planned cooperatively by the pupils and the teachers. This plan is kept on a chart known as the experience chart. For example, a record of an experience that the class might have had when finding leaves on a walk they took might read as follows: We went on a walk; we found some pretty leaves; some were red; some were brown; we found yellow leaves."
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The Experience of Being an ESL Student, 2005.
This paper discuses the experiences of an English Second Language (ESL/EFL) Japanese student as a base for examining language learning strategies, specially the relationships between language, culture and society.
3,240 words (approx. 13.0 pages), 17 sources, APA, AU$ 136.95
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Abstract
This paper explains that, because students come with specific purposes for learning, one of the best ways to keep them motivated is to help them feel progress towards their goals, which are identified by interviewing informally the student. The author points out the importance of engaging ESL learners in communicative (game type) or integrative (short/small activities form larger activities) activities using materials, which are authentic, thereby, aiding the learners in unpredictable spoken language outside the class. The paper relates that students of English conversation must understand the fundamental difference between learning about the language and learning to use it for verbal communication.
Table of Contents
Introduction
Background Information of Interviewee
Report and Commentary on the Information Collected in the Conversation
What are Main Reasons for Learning English for ESL/EFL Learners in Japan?
What Stereotypes Take Place for a Foreign Teacher While Teaching ESL in Japan?
What are Key Features and Problems of ESL Learning in Japan and How can They Be Resolved by ESL Teachers to Achieve Best Results?
What Type of Class is more Desirable for ESL Students?
Does "Cultural Background" Play Any Role in Learning ESL in Japan?
Conclusion
From the Paper
"The learner that I have interviewed generally has a strong first language model back at home in Japan. The interviewee had been in institution and educated at home from young till diploma level. Later, when he came to Australia with pursuing a degree in mind, he had a choice to either take an exam, TOFEL or take up a course with the duration of 3 months to learn English. This is because, his previous education did not meet the requirement of the university that he intended to enroll in. The requirement was that his previous education has to be taught in English for duration of more than 12 months."
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ESL Learning, 2007.
A comparative analysis of the works of N. Chomsky, M. Stubbs and M. Halliday and R. Hasan on English as a second language (ESL) learning.
2,301 words (approx. 9.2 pages), 4 sources, MLA, AU$ 104.95
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Abstract
This paper discusses the actual and perceived competence of the ESL individual while communicating in the English language. More specifically, the paper centers the discussion on the concept of heterogeneous (communication) competence. It draws from the theories and concepts of linguists such as N. Chomsky, M. Stubbs and M. Halliday and R. Hasan. The paper posits that heterogeneous communication competence is a pragmatic concept that is developed, ironically, from linguistic theories and concepts.
Table of Contents:
Introduction
The Case Under Study
Analysis
Noam Chomsky: "Competence" And "Performance" In The ESL Context
Michael Stubbs: Vocabulary Generation & Development And Communication Competence
M. Halliday & R. Hasan: Communication Competence And Social Relations
From the Paper
"Looking into Marcella's narrative highlights this important insight by Halliday and Hasan. As previously mentioned in the preceding section, Marcella's use of the word "braves," rather than "waves," can create confusion to the other communicator when expressed. However, communication roles are assumed in the process of understanding her narrative: as the listener of the story, the other communicator seeks to understand the meaning of "braves" in the context of Marcella's story. Though this is the ideal situation--that is, the other communicator would seek understanding in making sense of Marcella's story--there will be cases in which she may not be understood by other listeners/communicators, and at the worst, being labeled as incompetent as a communicator because of her wrong word choice and usage. Power relations (conflict) emerges when this happens, wherein the other communicator, more knowledgeable of the English language, fails to understand the context in which Marcella's story is applied, thereby generating confusion and ineffective communication between Marcella and the communicator."
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Teaching English as a Second Language (ESL), 2004.
This paper discusses the process and research on learning a second language (ESL).
1,555 words (approx. 6.2 pages), 6 sources, APA, AU$ 75.95
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Abstract
This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper
"The Acquisition-Learning hypothesis is the most fundamental of Krashen?s theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
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ESL Instruction in Egyptian and British, 2006.
This paper is a complete research project to compare the effectiveness of English as a second language instruction (ESL)in Egyptian and British secondary schools.
16,370 words (approx. 65.5 pages), 38 sources, APA, AU$ 363.95
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Abstract
This paper analyzes the way information and communication technologies (ICT) resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.
Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis
From the Paper
"The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."
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SACSA and ESL, 2005.
A contextual analysis of the ESL learner within the South Australian Curriculum Framework (SACSA).
2,400 words (approx. 9.6 pages), 10 sources, MLA, AU$ 107.95
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Abstract
This paper contains a critical evaluation of the South Australian Curriculum Framework (SACSA) with the help of the "R-10 English Teaching Resource" document, geared towards the ESL learner. The key aspects of languages education reflected in the document are considered. The paper points out certain problems within the document: What is the ESL view of the document analyzed; are there any mismatches in the document from the ESL point of view; how does the curriculum document combine with the ESL teaching and learning context?
1. Introduction.
2. The Document Key Aspects of Languages Education.
3. The Learning-and-Teaching Context of the Document
4. Conclusion.
From the Paper
"The analysis of "R-10 English Teaching Resource" document is especially interesting from the view of an ESL learner as there are some mismatches in this particular part. The key decision makers about these mismatches are teachers who critically evaluate the document and make correct decisions on further teaching and learning development: "Thus, the teacher can learn the purpose of their learning a language, their favorite / least favorite kinds of class activities, and the reason why they learn a language" (Hismanoglu, 2000). The mismatches often result from the lack of cultural and sociological context knowledge of ESL learners, and teachers as the main decision makers should pay appropriate attention to it: "Language is culture. When a person decides to learn French, for example, he or she is not merely absorbing the linguistics of the language, but everything to do with French and France" (Tang, 1999)."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, AU$ 60.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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ESL Education, 2007.
This paper provides a comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan.
3,541 words (approx. 14.2 pages), 15 sources, MLA, AU$ 144.95
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Abstract
In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.
Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References
From the Paper
"Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."
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Vygotsky and the ESL Classroom, 2007.
This paper examines how the "zone of proximal development" as stated by Lev Vygotsky operates in the ESL elementary classroom.
1,215 words (approx. 4.9 pages), 15 sources, MLA, AU$ 60.95
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Abstract
The paper explores how Lev Vygotsky's 'zone of proximal development' might be best utilized in the provision of instruction and learning in the classroom. The paper explains that Vygotsky's proposed 'zone of proximal development' is a learning theory based on the social aspect of learning. The paper shows that Vygotsky's 'zone of proximal development' is relevant in the ESL elementary classroom; cooperative learning provides a fertile learning ground for ESL students in language acquisition, due to the frequent and collaborative use of the language in a setting that is non-threatening and non-demanding. The paper provides case study literature that relates the success of these methods, particularly in the ESL classroom.
Outline:
Objective
Introduction
Summary and Conclusion
From the Paper
"Stated as effective strategies to access the zone of proximal development are the strategies of: (1) scaffolding; and (2) reciprocal teaching. (Riddle) First the interest of the student must be engaged by the teacher and tasks must be simplified so as to be manageable. The students must be motivated in order to pursue the goal of instruction and the teacher must "look for discrepancies between students' efforts and the solution, control for frustration and risk, and model an idealized version of the act."(Hausfather, 1996; as cited by Riddle, nd) The development of a dialogue between the teacher and students is possible in 'reciprocal teaching'. Through the interactive instructional strategy of communication between the student and teachers the students are provided support and encouragement to reach beyond merely answering questions and to become engaged in the discourse in the classroom."
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Second Language Acquisition - ESL, 2008.
An analysis of the theories of second language acquisition, specifically in teaching English as a second language (ESL).
3,278 words (approx. 13.1 pages), 20 sources, APA, AU$ 137.95
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Abstract
This paper discusses methods and approaches to teaching English as a second language (ESL). It looks at the definitions of behaviorism, discusses the fundamental concepts underlying behaviorism and discusses how they are beneficial in teaching ESL. The paper then looks at other approaches to teaching ESL and some of the theories of second language acquisition.
From the Paper
"There are barriers to ESL learning, which can include motivation (or lack of it), self-confidence, anxiety or peer pressure, to name but a few.
"Krashen (1981) still believes that there is a value to a classroom environment, rather than an immersion environment when learning a second language. He feels that in cases where a student tries to learn from immersion alone, that there will be times when the input received (by listening to others) will be overwhelming and therefore incomprehensible. However, by using a mixture of classroom and immersion methods, the student is better able to make sense of the input received in the short term, classroom situation. Accordingly, the lessons learned in the classroom will then provide the framework for learning through immersion in a more casual situation outside of the classroom."
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