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How Does Mode of Input Affect Incidental Vocabulary Learning
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In: Electronic Thesis and Dissertation Repository (2017)
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L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde
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Experimenting The Influence Of Input Modality On Involvement Load Hypothesis ...
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Experimenting The Influence Of Input Modality On Involvement Load Hypothesis ...
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Facilitating Lexical Acquisition in Beginner Learners of Italian Through Task-Induced Involvement Load
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In: The Coastal Review: An Online Peer-reviewed Journal (2016)
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Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading
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Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app
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Using Karaoke to enhance reading while listening: impact on word memorization and eye movements
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In: Speech and Language Technology for Education (SLaTE) ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education ; https://hal.archives-ouvertes.fr/hal-01192870 ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education, Sep 2015, Leipzig, Germany. pp.59-64 (2015)
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Leitura compartilhada de histórias e a aprendizagem incidental de vocabulário ; Shared book reading and the incidental vocabulary learning
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Vaz, Aline Melina. - : Biblioteca Digital de Teses e Dissertações da USP, 2015. : Universidade de São Paulo, 2015. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2015
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OPEN ACCESS
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In: http://consortiacademia.org/index.php/ijrse/article/viewFile/978/436/ (2014)
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The role of verbal and pictorial information in multi-modal incidental acquisition of foreign language vocabulary.
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Further Evidence of the Comparative Memorability of Alliterative Expressions in Second Language Learning
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In: Education Publications (2014)
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Comparing incidental learning of nouns and verbs using eye movements
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Incidental learning of temporal structures conforming to a metrical framework
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Enhanced recognition of words previously presented in a task with nonfocal prospective memory requirements
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Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena
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Abstract:
Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2011. ; Deaf students are more likely than ever before to attend public school with their hearing peers. It is common, however, to find only one deaf student in a classroom. To a limited extent, deaf students learn from, and participate in, their school environments. The existing literature suggests that deaf individuals educated with hearing peers do not access or understand the importance of informal learning until later in life. This study focuses on the marginalization of deaf students during informal interactions with hearing peers and the resulting reduction in informal learning opportunities. Schools seem to frequently but incorrectly assume that knowledge conveyed through these interactions is equally shared by deaf and hearing students. If deaf students do not have access to these informal interactions, how will they learn, understand, and relate to what is transpiring? This study centered on one Deaf eighth grade student as a telling case in a network of relations. Constructive grounded theory was employed as an analytical framework, and a participation framework explored discursive processes. Extensive data were collected and analyzed. Sources included a survey, transcriptions, freewriting entries, fieldnotes, and running log. A new theory of Access-Participation was constructed to illuminate the Deaf students’ informal learning experiences and perceptions. Informal learning phenomena, this research suggests, surround, but seldom include the Deaf students. Key findings were that the highly bilingual Deaf students, who had optimal privileged lives, knew they were missing information but did not realize the extent or degree of information missed; access to information attained through common, shared, and intelligible language results in informal learning; and the Deaf students wished they had immediate access to the surrounding information. Based on analyses, the Deaf students’ schools did not provide adequate opportunities for informal and incidental learning. As a result they had become bystanders, relegated to the periphery of interactions. These Deaf students have been compelled to become resilient and savvy navigators of their schools’ informal learning environments in order to flourish.
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Keyword:
American sign language; Capital; Community of learners; Cultural reproduction; Deafhood; Ideology; Incidental learning; Initiator; Mainstreaming; Overhearer; Spoken language
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URL: http://hdl.handle.net/1802/14798
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Facilitating Lexical Acquisition in Beginner Learners of Italian through Popular Song
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Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre
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In: International Journal of English Studies; Vol. 11 No. 1 (2011): New and Further Approaches to ESP Discourse: Genre Study in Focus; 117-135 ; International Journal of English Studies; Vol. 11 Núm. 1 (2011): New and Further Approaches to ESP Discourse: Genre Study in Focus; 117-135 ; 1989-6131 ; 1578-7044 (2011)
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