ESL students' use of concordances and dictionaries in the transfer of academic word knowledge: a comparative study

Simple item page
dc.contributor.author Kaur, Jagdish
dc.contributor.department English
dc.date 2018-08-22T19:38:09.000
dc.date.accessioned 2020-06-30T07:49:53Z
dc.date.available 2020-06-30T07:49:53Z
dc.date.copyright Thu Jan 01 00:00:00 UTC 2004
dc.date.issued 2004-01-01
dc.description.abstract <p>Concordancing in the classroom is fairly a new approach which has emerged with the use of corpora in language learning. In a concordance, language is presented in natural setting; learners are able to examine a key word in the context of a string of sentences which can exemplify the use of that particular word. Learners need not rely heavily on their teachers or their own intuition as they can explore specific language features from the vast amount of information in the corpora. Vocabulary knowledge acquired from a concordance can be transferred to novel texts (Cobb, 1999) to enhance student writing. This study examined if the use of an on-line concordance program together with an on-line dictionary by ESL undergraduates helped them acquire receptive word knowledge and if that word knowledge was transferred correctly to an academic writing task. The treatment and control groups did not refer to any tools during the pre- and posttest. However, when completing vocabulary activities, they had access to an on-line dictionary but only the treatment group had the opportunity of using an on-line concordance program. A comparison of pretest and posttest scores showed that the performance of the treatment group remained constant. The results indicate that while there was no acquisition of receptive word knowledge in the treatment group, there was transfer of vocabulary knowledge to the writing task. The results also showed a fairly strong correlation between participants' look-up behavior with the concordance program and the percentage of correct words in the posttest. However, it was inconclusive if the use of concordance affected productive word knowledge.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/16112/
dc.identifier.articleid 17111
dc.identifier.contextkey 7227751
dc.identifier.doi https://doi.org/10.31274/rtd-180813-7027
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/16112
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/69816
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/16112/ISU_1524663.pdf|||Fri Jan 14 20:55:21 UTC 2022
dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines English Language and Literature
dc.subject.disciplines First and Second Language Acquisition
dc.subject.disciplines Instructional Media Design
dc.subject.keywords English
dc.subject.keywords Teaching English as a second language/applied linguistics (Computer assisted language learning)
dc.subject.keywords Computer assisted language learning
dc.title ESL students' use of concordances and dictionaries in the transfer of academic word knowledge: a comparative study
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
relation.isOrgUnitOfPublication a7f2ac65-89b1-4c12-b0c2-b9bb01dd641b
thesis.degree.level thesis
thesis.degree.name Master of Arts
File
Original bundle
Now showing 1 - 1 of 1
Name:
ISU_1524663.pdf
Size:
3.43 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Theses and Dissertations