The lexicon in writing–speech-differentiation

2010 ◽  
Vol 13 (2) ◽  
pp. 183-205 ◽  
Author(s):  
Ruth A. Berman ◽  
Bracha Nir
Keyword(s):  
High School ◽  
High School Students ◽  
Written Language ◽  
Developmental Trajectory ◽  
Order Effects ◽  
School Students ◽  
Written Texts ◽  
Adolescents And Adults ◽  
English Speaking ◽  
Notational System

The study analyzed text-embedded lexical usage as diagnostic of writing-speech-distinctions in stories and discussions produced in the two modalities by English-speaking grade-school children, middle-school pre-adolescents, high-school adolescents, and adults. We assumed that (1) while children master writing as a notational system by age 9 to 10 years, command of written language as a special style of discourse has a long developmental trajectory, and (2) distinct processing constraints and communicative circumstances combine to affect texts produced in the two modalities. Across the board, written texts scored higher than their spoken counterparts produced by the same participants on all five measures that we applied — Word Length, Register, Density, Diversity, and Abstractness — reflecting a more elevated and carefully monitored style of expression. With regard to development, high school students emerged as distinct from the two younger groups, demonstrating adolescence as a developmental watershed in discourse-embedded lexical usage as in other domains of text construction. When task order (written texts produced before or after spoken ones, respectively) is taken into account, however, a more complex, multi-faceted picture emerges with respect to the variables of age, specific lexical measure, and order effects.

Repeated Presentation of Stimuli and Production of Original Response by English-Speaking Indian High School Students

1993 ◽  
Vol 77 (1) ◽  
pp. 348-350 ◽  
Author(s):  
Basanti D. Chakraborty ◽  
Joe Khatena ◽  
David T. Morse
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Original Response ◽  
English Speaking ◽  
Main Effects

Sounds and Images, a measure of originality, was administered to 131 English-speaking high school students of Orissa, India in 1987. The test has two forms, viz., IA and IB. Each form has four sounds which were presented three times. To each the students wrote their verbal images which were scored for originality and analyzed for effects of multiple presentation and differential sounds. The main effects of sounds (IA, IB), of presentation (IA), and the interaction of presentation by sound (IB) were nonsignificant, but presentation (IB) and the interaction of presentation by sound were significant.

scholarly journals Interference Errors in Numerical Expression by Vietnamese EFL Speakers

2021 ◽  
Vol 8 (10) ◽  
pp. 438-456
Author(s):  
NHON DANG
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Research Design ◽  
School Students ◽  
Numerical Errors ◽  
Cognitive Research ◽  
English Speaking ◽  
Vietnamese Speakers ◽  
Numerical Expression

This paper aims to investigate numerical expression by Vietnamese speakers of English as a foreign language (EFL). The study identifies and explains the causes of interference errors in expressing number of nouns. A descriptive-cognitive research design was conducted error-oriented investigation of 62 high-school students and 30 employees working in English-speaking companies participating in writing a 45-minute essay for numerical errors from the essays collected. The findings revealed that Vietnamese EFL speakers had difficulty in expressing the number of the entities represented by the nouns due to differences in means and manner of numerical expression in English whose sentences are numerically compulsory and grammatically relevant as opposed to those in Vietnamese whose numerical category is grammatically unimportant, but lexically relevant, and seen with number-neutral nouns or general numbers. Errors also occurred as Vietnamese EFL speakers failed to acquire the count-uncount distinction due in part to differences in perceptualizing the numerical meaning of the entities represented by nouns, ascribing the countability wrong and keeping the same property of countable/uncountable nouns despite having referred to different referents. The paper ended with some pedagogical implications to help Vietnamese EFL speakers improve numerical errors when using English.

scholarly journals Gifted High School Students’ Needs for English Learning in Vietnam Contexts

2021 ◽  
Author(s):  
Minh Hung ◽  
Nguyen Thi Thu Ai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Needs ◽  
English Learning ◽  
Main Question ◽  
Listening Skills ◽  
School Students ◽  
Interview Survey ◽  
English Speaking ◽  
English Students

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning – teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.

scholarly journals Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam

2021 ◽  
Vol 26 (1) ◽  
pp. 61-76
Author(s):  
Orlando Vian Junior ◽  
Fabiane Dalben de Faria
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Pedagogy ◽  
Course Design ◽  
Written Language ◽  
Social Intervention ◽  
Appraisal System ◽  
School Students ◽  
Brazilian Students

From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.  

Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background

2001 ◽  
Vol 18 (2) ◽  
pp. 78-91 ◽  
Author(s):  
Paula M. Barrett ◽  
Robi Sonderegger ◽  
Noleen L. Sonderegger
Keyword(s):  
High School ◽  
High School Students ◽  
Waiting List ◽  
School Level ◽  
School Students ◽  
Post Intervention ◽  
Anxiety Prevention ◽  
Positive Coping ◽  
English Speaking ◽  
And Coping

AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.

scholarly journals Preliminary adaptation into Portuguese of a standardised picture set for the use in research and neuropsychological assessment

1998 ◽  
Vol 56 (3A) ◽  
pp. 366-374 ◽  
Author(s):  
SABINE POMPÉIA ◽  
ORLANDO F.A. BUENO
Keyword(s):  
High School ◽  
High School Students ◽  
Neuropsychological Assessment ◽  
Clinical Settings ◽  
School Students ◽  
Yield Data ◽  
Name Agreement ◽  
Pictorial Stimuli ◽  
English Speaking ◽  
Neuropsychological Investigations

Pictorial stimuli and words have been widely used to evaluate mnemonic processes in clinical settings, neuropsychological investigations, as well as in studies on the mechanisms underlying the phenomena of memory. However, there seem to be few studies of standardisation of pictures for research in this field. The present paper aimed at adapting the use of a set of pictures standardised for English speaking subjects for Portuguese speakers. Name agreement of 150 pictures was assessed in 100 high-school students. Ninety pictures were found to present the same name for over 90 subjects. Results yield data that may help create more controlled tests for the study of memory for pictorial stimuli in Brazil.

scholarly journals SUGGESTIONS FOR PROMOTING STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING CLASSES: STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Huynh Thien Chi ◽  
Le Xuan Mai
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Climate ◽  
Mekong Delta ◽  
Structured Interview ◽  
School Students ◽  
Self Confidence ◽  
Learning Tasks ◽  
English Speaking ◽  
Caring Relationship

EFL high school students’ low level of participation is reported as a problem commonly found in English speaking classes. This study aims to investigate high school students’ perceptions of suggestions for promoting students’ participation in English speaking classes. Questionnaires and interviews were employed as data collection instruments of the study. 206 EFL high school students from three grades in a high school in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that “promote students’ self-confidence”, “make learning tasks stimulating and the way teachers present tasks”, “establish a supportive and caring relationship”, and “create a pleasant classroom climate” were significant strategies promoting students’ participation. The results of the study are expected to contribute to the comprehension of teachers’ strategies to enhance students’ participation in English speaking classes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

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