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The effects of utilizing different t...

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The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension./
作者:	Chen, Pei-Chi.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1651.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313350
ISBN:	9780549621300

The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension.
Chen, Pei-Chi.

The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension. - 159 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1651.

Thesis (Ed.D.)--La Sierra University, 2008.

The purpose of this study was to compare the effects of different types of printed dictionary use on non-English major learners' academic performance in vocabulary acquisition, retention, and reading comprehension.

ISBN: 9780549621300Subjects--Topical Terms:

1018008
Education, Community College.

The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension.
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245 1 4 $a The effects of utilizing different types of printed dictionaries on vocabulary acquisition, retention, and reading comprehension.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1651.
502 $a Thesis (Ed.D.)--La Sierra University, 2008.
520 $a The purpose of this study was to compare the effects of different types of printed dictionary use on non-English major learners' academic performance in vocabulary acquisition, retention, and reading comprehension.
520 $a The 273 participants were selected from six English classes in three departments in a private two-year college in southern Taiwan: Department of Computer Science, Department of Leisure, Recreation and Tourism Management, and Department of Early Childhood Care and Education. These subjects were divided into two groups according to dictionary used: monolingual and bilingual, one class from each department.
520 $a Of quasi-experiment design, this study comprised five vocabulary acquisition tests, two retention tests, reading comprehension pretest and posttest, and the pre and post Language Attitude questionnaire. The results showed that the bilingual dictionary users outperformed monolingual dictionary users in vocabulary acquisition and retention tests. However, reading comprehend posttest performance was not influenced by the type of dictionary used.
520 $a The findings revealed that implementing dictionary consultation skills in both group improved participants' English learning attitude after the experiment. Further, bilingual dictionary use for non-English major students in private college decreased their reliance on Chinese language preference, increased their motivation in English language learning, reduced their learning anxiety and established more self-confidence. Thus, selecting an appropriate dictionary for class use as a learning tool deserves more attention by college English instructors in Taiwan.
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710 2 $a La Sierra University. $3 1026379
773 0 $t Dissertation Abstracts International $g 69-05A.
790 $a 1091
791 $a Ed.D.
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