Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning

Autor/in	Esquivel, Johanna
Titel	Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning
Quelle	(2018), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-4118-0
Schlagwörter	Hochschulschrift; Dissertation; Academic Discourse; Vocabulary Development; Control Groups; Experimental Groups; Grade 4; Elementary School Students; Spanish; Transfer of Training; English (Second Language); Second Language Learning; Literacy; Bilingualism; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Discourse; Diskurs; Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Spanisch; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	The purpose of this study was to examine fourth-grade English-Spanish bilingual students' ability to recognize and transfer knowledge of cognate word ending rules from English to Spanish and from Spanish to English. Cognate transformational word ending rules are strategies for tapping into the students' linguistic background and for opening windows into language and literacy learning. This three-week quantitative research study was a between-subjects study formed by an experimental and a control group. The present study had a 12-day cognate vocabulary intervention where the experimental group received the instruction of 72 English-Spanish cognate vocabulary words and their respective 18 transformational cognate word ending rules. Whereas the control group was presented with the same 72 English-Spanish cognate vocabulary words, but without the explicit instruction of the 18 transformational cognate word ending rules. Daily assessments and a posttest were administered to both groups in order to collect data, which was analyzed using 2 X 4 two-factor ANOVA with repeated measures on one factor analysis repeated measures analysis. The results showed that the experimental group who received the explicit instruction of English-Spanish cognate word endings outperformed the control group who did not receive the explicit instruction of the cognate word endings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01