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Impact of Processing Various Textual Genres on the Incidental Acquisition and Retention of L2 Vocabulary
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Nguyen, Thi Quyen – English Teaching, 2023
This study investigated the effects of processing three types of texts, namely expository texts, narrative texts, and a combination of both known as twin texts, on incidental vocabulary acquisition and retention in L2 learners. College freshmen (N = 109), who were lower to upper intermediate learners of English, were assigned into a control group…
Descriptors: Language Processing, Incidental Learning, Vocabulary Development, Retention (Psychology)
Contribution of Working Memory, Orthographic and Sentential Processing to Chinese Text Comprehension by Tibetan and Yi Students
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Tsung, Linda T. H.; Zhang, Lubei; Hau, Kit Tai; Leong, Che Kan – Reading Matrix: An International Online Journal, 2017
Two groups of 12-year-old ethnic minority (EM) users of alphasyllabary (66 Tibetan and 45 Yi) were compared with 42 Han Chinese students in comprehending Chinese narrative and expository texts, each with inferential questions requiring short open-ended written answers. Three constructs (verbal working memory, orthographic and sentential…
Descriptors: Short Term Memory, Chinese, Orthographic Symbols, Syntax
Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts
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Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A. – Developmental Psychology, 2013
The present studies test 2 hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009) and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., "'Elephants' live in Africa") in 3 studies, focusing on informational versus narrative children's…
Descriptors: Foreign Countries, Young Children, Childrens Literature, Parent Child Relationship
Expository Discourse in Children, Adolescents, and Adults: Development and Disorders. New Directions in Communication Disorders Research
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Nippold, Marilyn A., Ed.; Scott, Cheryl M., Ed. – Psychology Press, Taylor & Francis Group, 2009
School success in the 21st century requires proficiency with expository discourse--the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex…
Descriptors: Foreign Countries, Reading Comprehension, Text Structure, Intervention
Written and Oral Production of Non-Narrative Information in Greek Elementary School Students.
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Dimakos, Ioannis C.; Porpodas, Constantine D. – 1993
The production of non-narrative information (descriptive versus expository) across written and oral modes was examined for second-, fourth-, and sixth-grade Greek elementary school students. Written and oral protocols were taken from a total of 240 students at each of 3 grades and evaluated according to: (1) the size of the text produced, measured…
Descriptors: Communication Research, Descriptive Writing, Elementary Education, Expository Writing
A Cognitive Analysis of the Written Judgments and Spoken Discourse of Adolescent Pupils.
Michell, Lynn – CORE, 1979
A cognitive-based system of analysis of spoken discourse was designed to provide details about the way pupils think and talk about issues arising from prose material. Written and spoken responses were analyzed to examine the effects of intellectual ability, differences in the stimulus passage, and prior small group discussion. (Note: Page…
Descriptors: Abstract Reasoning, Adolescents, Cognitive Processes, Critical Thinking