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Lexical Link Analysis Application: Improving Web Service to Acquisition Visibility Portal
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In: DTIC (2013)
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| 2 |
Relevance Feedback based on Constrained Clustering: FDU at TREC 09
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In: DTIC (2009)
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| 3 |
Facet Classification of Blogs: Know-Center at the TREC 2009 Blog Distillation Task
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In: DTIC (2009)
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| 4 |
Listener Detection of Talker Stress in Low-Rate Coded Speech
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In: DTIC (2008)
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| 5 |
Linking Semantic and Knowledge Representations in a Multi-Domain Dialogue System
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In: DTIC (2007)
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| 6 |
The 2005 AFRL/HEC One-Speaker Detection Systems
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In: DTIC (2006)
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| 7 |
Headline Generation for Written and Broadcast News
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In: DTIC (2005)
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| 8 |
Evaluation of Speech Synthesis Systems using the Speech Reception Threshold Methodology
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In: DTIC (2005)
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| 9 |
Speech Intelligibility with Acoustic and Contact Microphones
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In: DTIC (2005)
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| 10 |
Syntactic Simplification for Improving Content Selection in Multi-Document Summarization
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In: DTIC (2004)
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| 11 |
Intelligence Analyst Associate (IAA) - CYC Knowledge Extraction
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In: DTIC AND NTIS (2003)
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| 12 |
Towards a Unified Approach to Memory- and Statistical-Based Machine Translation
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In: DTIC (2001)
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| 13 |
Speech Intelligibility of Native and Non-Native Speech
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In: DTIC (2000)
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| 14 |
The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension
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In: DTIC AND NTIS (1998)
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Abstract:
There has been a strong tendency in the foreign language education community to encourage learning vocabulary from context and to discourage direct instruction of vocabulary, this despite the fact that the amount of research on vocabulary acquisition, particularly of older learners in a foreign language, is relatively small. Recent research has illuminated potential advantages to more deliberate instruction of vocabulary, as well as increased use of dictionaries. This study examines the combined effect of direct instruction and learning from context on an authentic German text, looking specifically at subsequent level of word knowledge, response times, and recall protocol scores. The study used cadets studying beginning and intermediate level German at the Air Force Academy, and processed them through a four day cycle which included familiarization, vocabulary instruction, reading comprehension tasks, and then vocabulary testing. A delayed test was given two weeks later. The two independent variables were whether they had received instruction on the targeted words and whether or not they had access to an on-line dictionary during the reading of the authentic texts. Verbal skills, as determined by ACT and SAT scores, were used as a covariant. The data from one hundred randomly selected cadets was submitted for a MANCOVA analysis.
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Keyword:
*GERMAN LANGUAGE; *INSTRUCTIONS; *LEARNING; ACQUISITION; AIR FORCE PERSONNEL; CADETS; COMPREHENSION; DICTIONARIES; EDUCATION; Linguistics; ONLINE SYSTEMS; READING; RESPONSE; SKILLS; TEST AND EVALUATION; TEXTBOOKS; THESES; UNITED STATES AIR FORCE ACADEMY; VERBAL BEHAVIOR; VOCABULARY; WORDS(LANGUAGE)
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URL: http://www.dtic.mil/docs/citations/ADA348408
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA348408
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| 15 |
Experiments in Spoken Document Retrieval at CMU
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In: DTIC (1997)
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| 17 |
Procedural Text: Predictions of Importance Ratings and Recall by Models of Text Comprehension
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In: DTIC AND NTIS (1991)
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| 18 |
Management and Evaluation of Interactive Dialog in the Air Travel Domain
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In: DTIC (1990)
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| 19 |
Computer-Based Instruction Authoring Tools System (CATS): User's Manual.
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In: DTIC AND NTIS (1990)
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| 20 |
Knowledge and Ability Factors Underlying Simple Learning by Accretion
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In: DTIC AND NTIS (1989)
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