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Clearing the air: applied linguistic perspectives on aviation communication ...
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Learning and expressing technical vocabulary through the medium of L1 and L2 by Slovak-English bilingual high-school students
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Abstract:
This study investigates learning through the medium of an additional language, which is common for students in bilingual programmes. In particular, the study focuses on the learning of new technical words from content-area reading through L1 and L2 and on the ability of bilingual students to define these words in their two languages. The study aimed to produce findings that would contribute to the theory of bilingual learning as well as to the practice of bilingual education. The participants in the study were 72 high-school students (17-20 years of age) studying at a bilingual Slovak-English high-school. They were native speakers of Slovak (L1) and proficient users of English (L2). The participants were asked to read two textbook chapters (on history and geography) that contained information and technical words new to them. The participants were divided into two groups: one group of students read these texts in their L1 and the other group in their L2. After the reading (immediately and one week later), both groups orally answered questions designed to assess different aspects of the knowledge of the technical vocabulary learned from the texts. Participants’ knowledge was tested in both Slovak and English. The results revealed that students who gained their knowledge through L2 were disadvantages in several respects compared to their L1-instructed peers. First, immediately after the reading, they could recall fewer target words. In terms of quality, the knowledge they gained was less complete. One week later, the knowledge of the L2-instructed students deteriorated further, while that of the L1-instructed participants remained relatively stable. When students’ ability to express the knowledge was examined, the results revealed that students educated through their second language faced several difficulties when asked to communicate their knowledge in their native language. On the other hand, when expressing their knowledge through L2, their subject-related competence benefited in several respects from receiving content information in English. The study also assessed the role of L2 proficiency both in learning and expressing new specialised vocabulary. These findings are related to the practice of bilingual education, with a particular focus on the areas of learning and assessment of bilingually educated students.
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URL: http://hdl.handle.net/2292/19419
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Academic literacy and self-efficacy in adult students preparing for tertiary study
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Exploring the Washback of the TOEIC in South Korea: A sociocultural perspective on student test activity
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The role of academic writing in the study experience of undergraduate Business students
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The prevalence of voice-hearers in the general population: a literature review
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In: Journal of Mental Health, Vol. 20, no. 3 (Jun 2011), pp. 281-292 (2011)
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English loan words in the Malay print media and their implications for English vocabulary acquisition
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Clearing the air: applied linguistic perspectives on aviation communication
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SECOND LANGUAGE VOCABULARY ASSESSMENT: CURRENT PRACTICES AND NEW DIRECTIONS
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In: International Journal of English Studies; Vol. 7 No. 2 (2007): Research on Second Language Vocabulary Acquisition and Learning; 105-126 ; International Journal of English Studies; Vol. 7 Núm. 2 (2007): Research on Second Language Vocabulary Acquisition and Learning; 105-126 ; 1989-6131 ; 1578-7044 (2009)
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Second language vocabulary assessment: current practices and new directions
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Read, John. - : Murcia: Universidad de Murcia, Servicio de Publicaciones, 2007
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