This is a study investigated the effectiveness of music and use of story illustration on the English vocabulary acquisition of children . Subject were 48 second graders of limited English proficiency, divides into four groups
this is a description research that talks about the effectiveness of music and use of story illustration on the English vocabulary acquisition of children
The study investigated the effects of a classroom-based phonological awareness intervention on letter knowledge and initial sound awareness in 3-4 year old children from low-income backgrounds. The intervention involved shared storybook reading activities twice a week for 8 weeks. Results showed the intervention improved letter name and sound knowledge for children who started with lower skills, but had little effect on initial sound awareness. The intervention was most effective for improving letter sound knowledge in 4 year olds. Overall, the study demonstrates that embedded phonological awareness instruction during shared reading can help close early literacy gaps for at-risk preschoolers.
This document summarizes a presentation on a study that examined the impact of using karaoke on English language learners' motivation to learn vocabulary in Chile. The study used a mixed-methods approach with 67 secondary students over 5 weeks. Results from pre/post questionnaires and open-ended questions indicated that using popular songs through karaoke had a positive impact on students' motivation, especially in improving pronunciation and vocabulary. Further research with larger samples was recommended.
What do phonological processing errors tell about students' skills in reading...Dowon 최도원
We have found two types of errors in phonological processing on the KTEA-3. We did not find much difference between age and grade. This article was published in the Journal of Psychoeducational Assessment. Also, it was introduced at the 2016 APA Annual conference in Division 16 (School Psychology).
This study examined how word complexity and type of intervening task affect recall ability. Participants studied word lists and then completed an intervening task before recall. Word complexity had two levels: low (1-2 syllables) and high (3-4 syllables). The intervening tasks were a crossword puzzle or instrumental music. It was hypothesized that low complexity words and music would lead to better recall. The results supported the hypotheses, finding better recall for low complexity words and a marginal effect of better recall after music. There was no interaction between the variables. In conclusion, word complexity affects recall ability regardless of the intervening task.
This chapter summarizes research on teaching literacy skills to English language learners (ELLs). It reviews studies on instructional approaches (direct, interactive, process-based), language of instruction, home factors, and assessment. The research shows that a combination of direct and interactive instruction is most effective. Using students' first language does not impede second language development. Factors like socioeconomic status, home literacy resources, and parents' aspirations also influence literacy. Assessments of ELLs need to be in both languages and account for cultural and linguistic diversity.
This study examined the impact of music on memory performance across different types of memory tests. 74 students aged 17-22 were separated into 3 groups: no music, lyrics music, relaxing music. They completed 4 memory tests: nonsense syllables, numbers, poems, same syllables. Results showed the no music group performed significantly better on the poems and same syllables tests compared to the music groups. Relaxing and lyrics music had a negative impact on memorizing poems but did not differ from each other. The study concludes that music is a distraction and silent conditions allow for better recognition of memorized information.
Phonemic Awareness and Phonics by Lindsay DunnLindsay Dunn
This document provides an overview of phonemic awareness and phonics instruction for junior literacy educators. It defines phonemic awareness as the ability to identify and manipulate sounds in spoken language, which is a predictor of reading success. Phonics instruction builds on phonemic awareness by teaching letter-sound relationships to help students decode words. The document recommends explicit and systematic teaching of phonics concepts and rules. Mini-lessons and classroom activities can help develop students' phonemic awareness skills. References are provided for further reading on effective phonemic awareness and phonics instruction practices.
this is a description research that talks about the effectiveness of music and use of story illustration on the English vocabulary acquisition of children
The study investigated the effects of a classroom-based phonological awareness intervention on letter knowledge and initial sound awareness in 3-4 year old children from low-income backgrounds. The intervention involved shared storybook reading activities twice a week for 8 weeks. Results showed the intervention improved letter name and sound knowledge for children who started with lower skills, but had little effect on initial sound awareness. The intervention was most effective for improving letter sound knowledge in 4 year olds. Overall, the study demonstrates that embedded phonological awareness instruction during shared reading can help close early literacy gaps for at-risk preschoolers.
This document summarizes a presentation on a study that examined the impact of using karaoke on English language learners' motivation to learn vocabulary in Chile. The study used a mixed-methods approach with 67 secondary students over 5 weeks. Results from pre/post questionnaires and open-ended questions indicated that using popular songs through karaoke had a positive impact on students' motivation, especially in improving pronunciation and vocabulary. Further research with larger samples was recommended.
What do phonological processing errors tell about students' skills in reading...Dowon 최도원
We have found two types of errors in phonological processing on the KTEA-3. We did not find much difference between age and grade. This article was published in the Journal of Psychoeducational Assessment. Also, it was introduced at the 2016 APA Annual conference in Division 16 (School Psychology).
This study examined how word complexity and type of intervening task affect recall ability. Participants studied word lists and then completed an intervening task before recall. Word complexity had two levels: low (1-2 syllables) and high (3-4 syllables). The intervening tasks were a crossword puzzle or instrumental music. It was hypothesized that low complexity words and music would lead to better recall. The results supported the hypotheses, finding better recall for low complexity words and a marginal effect of better recall after music. There was no interaction between the variables. In conclusion, word complexity affects recall ability regardless of the intervening task.
This chapter summarizes research on teaching literacy skills to English language learners (ELLs). It reviews studies on instructional approaches (direct, interactive, process-based), language of instruction, home factors, and assessment. The research shows that a combination of direct and interactive instruction is most effective. Using students' first language does not impede second language development. Factors like socioeconomic status, home literacy resources, and parents' aspirations also influence literacy. Assessments of ELLs need to be in both languages and account for cultural and linguistic diversity.
This study examined the impact of music on memory performance across different types of memory tests. 74 students aged 17-22 were separated into 3 groups: no music, lyrics music, relaxing music. They completed 4 memory tests: nonsense syllables, numbers, poems, same syllables. Results showed the no music group performed significantly better on the poems and same syllables tests compared to the music groups. Relaxing and lyrics music had a negative impact on memorizing poems but did not differ from each other. The study concludes that music is a distraction and silent conditions allow for better recognition of memorized information.
Phonemic Awareness and Phonics by Lindsay DunnLindsay Dunn
This document provides an overview of phonemic awareness and phonics instruction for junior literacy educators. It defines phonemic awareness as the ability to identify and manipulate sounds in spoken language, which is a predictor of reading success. Phonics instruction builds on phonemic awareness by teaching letter-sound relationships to help students decode words. The document recommends explicit and systematic teaching of phonics concepts and rules. Mini-lessons and classroom activities can help develop students' phonemic awareness skills. References are provided for further reading on effective phonemic awareness and phonics instruction practices.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
This document summarizes a research study that examined the influence of visual-spatial skills on Chinese and English word recognition in fourth-grade students in Taiwan. The study found that vocabulary knowledge was related to English word recognition but not Chinese word recognition. It also found that visual-spatial skills as measured by a complex figure test were correlated with and could help explain Chinese word recognition performance but not English word recognition. The researchers concluded that visual-spatial abilities are more important for recognizing ideographic Chinese characters than alphabetic English words.
Students were tasked with learning new vocabulary through songs. An assessment of two students found that they had greater success learning and using unknown words in written contexts compared to oral contexts. When writing compositions, the students were able to correctly use some of the new words derived from songs. However, in an oral chain story activity where they had to incorporate unknown words, the students struggled and had difficulty continuing the story without teacher assistance. Overall, the results showed that songs can help increase vocabulary learning, but oral use of new words posed a greater challenge than written use.
This document presents a mini research project on psycholinguistics conducted by a group of students. It includes an outline of the research topics, a statement of the research problems regarding first and second language acquisition by a child and their parent and teacher. It then reviews relevant theories on first and second language acquisition. The methodology section describes the research design, subjects of study which is a child, their parent and teacher, and data collection methods. The findings are presented on the child's first language acquisition, the parent's approach, the child's second language acquisition, and the teacher's teaching methods. It concludes with a summary of the key findings.
The document summarizes a mini research project on child language acquisition. It discusses the first and second language acquisition of a 3-year-old child named Lailia Arumi Zahra. It finds that her first languages are Javanese and Bahasa, with a little English as a second language. It also finds that her parents use an interactionist approach to processing her first language, while her teacher uses mostly a behaviorist approach but sometimes interactionist as well.
This reaction paper discusses challenges in teaching a second language (L2) and strategies to address those challenges. It notes that a learner's first language (L1) can negatively interfere with L2 learning through differences in vocabulary, grammar, and other linguistic elements. However, the paper advocates properly utilizing L1 in the classroom and focusing initially on developing students' spoken language skills over written skills. The author reflects on applying strategies from theorists like Paul Nation, such as varying task difficulty and goals, to improve L2 teaching practices and help students engage more with the language.
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting second language strategy useamira9377
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
The document discusses how rhymes and chants can help young children learn languages. It explains that exposing children to a new language through rhymes and songs from a young age allows them to learn vocabulary and pronunciation skills in a fun way. The author shares their experience successfully teaching Spanish to young kids using this method. Credible sources cited support that nursery rhymes promote early literacy and language skills. The analysis further explains why the critical period of early childhood is optimal for acquiring new languages using this technique.
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Incidental factors of the learning process in the phonetics classjonacuso
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing context and rationale for examining problems by developing hypotheses and guiding research design and interpretation. A conceptual framework outlines possible approaches to an idea. The document provides guidance on developing frameworks, including selecting concepts, identifying relationships between concepts, defining concepts, and formulating the theoretical rationale. Frameworks can be descriptive, explanatory, or predictive. The document also discusses critiquing frameworks and the contribution of nursing frameworks to research.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
This document summarizes a research study that examined the influence of visual-spatial skills on Chinese and English word recognition in fourth-grade students in Taiwan. The study found that vocabulary knowledge was related to English word recognition but not Chinese word recognition. It also found that visual-spatial skills as measured by a complex figure test were correlated with and could help explain Chinese word recognition performance but not English word recognition. The researchers concluded that visual-spatial abilities are more important for recognizing ideographic Chinese characters than alphabetic English words.
Students were tasked with learning new vocabulary through songs. An assessment of two students found that they had greater success learning and using unknown words in written contexts compared to oral contexts. When writing compositions, the students were able to correctly use some of the new words derived from songs. However, in an oral chain story activity where they had to incorporate unknown words, the students struggled and had difficulty continuing the story without teacher assistance. Overall, the results showed that songs can help increase vocabulary learning, but oral use of new words posed a greater challenge than written use.
This document presents a mini research project on psycholinguistics conducted by a group of students. It includes an outline of the research topics, a statement of the research problems regarding first and second language acquisition by a child and their parent and teacher. It then reviews relevant theories on first and second language acquisition. The methodology section describes the research design, subjects of study which is a child, their parent and teacher, and data collection methods. The findings are presented on the child's first language acquisition, the parent's approach, the child's second language acquisition, and the teacher's teaching methods. It concludes with a summary of the key findings.
The document summarizes a mini research project on child language acquisition. It discusses the first and second language acquisition of a 3-year-old child named Lailia Arumi Zahra. It finds that her first languages are Javanese and Bahasa, with a little English as a second language. It also finds that her parents use an interactionist approach to processing her first language, while her teacher uses mostly a behaviorist approach but sometimes interactionist as well.
This reaction paper discusses challenges in teaching a second language (L2) and strategies to address those challenges. It notes that a learner's first language (L1) can negatively interfere with L2 learning through differences in vocabulary, grammar, and other linguistic elements. However, the paper advocates properly utilizing L1 in the classroom and focusing initially on developing students' spoken language skills over written skills. The author reflects on applying strategies from theorists like Paul Nation, such as varying task difficulty and goals, to improve L2 teaching practices and help students engage more with the language.
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting second language strategy useamira9377
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
The document discusses how rhymes and chants can help young children learn languages. It explains that exposing children to a new language through rhymes and songs from a young age allows them to learn vocabulary and pronunciation skills in a fun way. The author shares their experience successfully teaching Spanish to young kids using this method. Credible sources cited support that nursery rhymes promote early literacy and language skills. The analysis further explains why the critical period of early childhood is optimal for acquiring new languages using this technique.
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Incidental factors of the learning process in the phonetics classjonacuso
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
The document discusses theoretical and conceptual frameworks. It defines a theoretical framework as providing context and rationale for examining problems by developing hypotheses and guiding research design and interpretation. A conceptual framework outlines possible approaches to an idea. The document provides guidance on developing frameworks, including selecting concepts, identifying relationships between concepts, defining concepts, and formulating the theoretical rationale. Frameworks can be descriptive, explanatory, or predictive. The document also discusses critiquing frameworks and the contribution of nursing frameworks to research.
Final thesis presented december 2009 march 2010Lumbad 1989
This document is a thesis presented by Joanna April De Leon Lumbad to the faculty of St. Scholastica's College in Manila for the degree of Bachelor of Science in Interior Design. The thesis explores defining the Filipino cultural identity through Filipino avant-garde in performing arts theaters. It discusses the history of performing arts theaters and Philippine theater. Through interviews with theater experts and observations of existing theaters, the thesis examines how theater design has adapted over time to different influences and seeks to determine if an avant-garde concept can help establish a uniquely Filipino style.
This document discusses different types of descriptive research studies including normative surveys, educational surveys, and psychological research studies. It provides examples of each type of descriptive study including the purpose, procedures, and key findings. A normative survey examines typical conditions and practices to establish norms. An educational survey looks at factors related to the teaching and learning process. A psychological research study compares behaviors and reactions in different situations. Descriptive research aims to describe current conditions and phenomena without manipulating variables.
The document describes a theoretical framework for a study examining the self-care ability of hemodialysis patients with end-stage renal disease. It involves collecting input data on patients' demographics and social support. A questionnaire and descriptive survey will be used to process the data, along with statistical analysis. The output will be an assessment of patients' self-care ability prior to treatment, to inform the development of a teaching plan to improve self-care. Tables and charts are presented to explain the statistical treatment and presentation of results.
This document provides an overview of a study on the effects of bullying among high school students. It includes an introduction to bullying, a literature review on the topic, and an outline of the study's methodology. The study aims to understand the profile of bullied students, identify the causes and effects of bullying, and make recommendations. It will use a descriptive research method and questionnaire to collect data from high school students in Cauayan City, Isabela, Philippines. The results of the study seek to help students, parents, and educators address the issue of bullying.
The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
The document discusses the effects of bullying. It defines bullying and describes the different types, including emotional, verbal, and physical abuse. It also outlines some of the negative consequences of bullying for both the bully and the victim. Bullies are more likely to engage in criminal behavior later in life, while victims may experience depression, anxiety, and low self-esteem that impacts their school performance. The causes of bullying behavior are complex, but some characteristics of children who bully include a lack of empathy, pushing limits, and an ability to justify their actions.
The document discusses conceptual frameworks and how they are formulated for research studies. It provides guidelines for writing qualitative and quantitative research questions and hypotheses. It also discusses how to incorporate theories and place them within research studies. Mixed methods approaches are also covered, including different ways to write research questions and hypotheses for mixed methods designs.
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then presents the statement of the problem, objectives, hypotheses, theoretical framework based on Super's vocational development theory and Tiedeman's self-development approach to career, conceptual framework, scope and limitations of the study, significance of the study, and definition of key terms. The theoretical framework focuses on how vocational self-concept and ego involvement influence career preferences as external factors and internal drives can alter career patterns over time through a process of exploration, crystallization, choice
This document defines key terms related to theoretical and conceptual frameworks, including concepts, constructs, variables, conceptual framework, and theoretical framework. It explains that a conceptual framework consists of concepts and proposed relationships between concepts, while a theoretical framework is based on existing theories. The purposes of conceptual and theoretical frameworks are to clarify concepts, propose relationships between concepts, provide context for interpreting findings, and stimulate further research and theory development.
Learner Views Of Using Authentic Audio To Aid Pronunciation You Can Just Grab...englishonecfl
This document summarizes a study that investigated students' perceptions of using authentic audio texts (poetry, radio theater, short stories) to supplement pronunciation instruction. 24 graduate students enrolled in a pronunciation course and were assigned to listen to audio texts as homework and complete audio journals analyzing prosodic features. Results showed that students found benefits like increased awareness of stress/intonation. While most found radio theater most helpful due to interesting plots, some preferred poetry which clearly showed prosodic patterns. Challenges included not having time to listen and difficulty understanding texts. However, many reported being able to "feel" the language through authentic audio.
This project is about a research study applied in a second level EFL course at a university in Tunja. The study examines the listening performance of students throughout the development of six workshops based on the songs.
Discussion Provide at least two references for your initial poLyndonPelletier761
Discussion
Provide at least two references for your initial post.
Recent developments within cognitive psychology have contributed to the development of the interdisciplinary field of cognitive science. Describe how the contributions of both neurophysiology and computer science have helped us to understand more about how people think.
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:
1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
· Cited in the current APA style, including citation of references.
· The presentation should consist of 10-15 slides and less than 5 minutes in length.
· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions).
Language experienced in utero affects vowel perception after
birth: a two-country study
Christine Moon1, Hugo Lagercrantz2, and Patricia K Kuhl3
1Pacific Lutheran University, Tacoma, Washington, USA
2Neonatology Unit, Karolinska Institute, Stockholm, Sweden
3Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington USA
Abstract
Aims—To test the hypothesis that exposure to ambient language in the womb alters phonetic
perception shortly after birth. This two-country study aimed to see if neonates demonstrated
prenatal learning by how they responded to vowels in a category from their native language and
another nonnative language, regardless of how much postnatal experience the infants had.
Method—A counterbalanced experiment was conducted in Sweden (n=40) and the USA (n=40)
using Swedish and English vowel sounds. The neonates (mean postnatal age = 33 hrs) controlled
audio presentation of either native or nonnative vowels by sucking on a pacifier, with the number
of times they sucked their pacifier being used to demonstrate what vowel sounds attracted their
attention. The vowels were either the English /i/ or Swedish /y/ in the form of a prototype plus 16
variants of the prototype.
Results—The infants in the native and nonnative groups responded differently. As predicted, the
infants responded to the unfamiliar nonnative language with higher mean sucks. They also sucked
more to the nonnative prot ...
This research summary reviews studies that show a link between music education and the development of early language and literacy skills in young children. Several studies found that children who participated in music instruction scored higher on reading comprehension tests compared to children without music education. Music instruction was also found to improve verbal memory, an important skill for reading comprehension. Additionally, music helps develop important pre-reading skills like listening skills, vocabulary, and phonological awareness. Brain research indicates that musical training can improve auditory processing and other brain functions underlying language and literacy. The research provides support for including music education in early childhood classrooms to help develop skills important for learning to read.
This document discusses three types of research methodologies - historical, descriptive, and quasi-experimental - that have been used to study the effectiveness of the Kodály philosophy of music education. It summarizes several studies from the 1960s to the 1990s that employed these methodologies. The studies found correlations between Kodály instruction and improvements in children's movement, personality development, academic performance, and music achievement. However, the document notes that more replication studies are needed to better understand the impacts and draw stronger conclusions.
This study examined the effects of listening to classical music (Mozart's Sonata K. 448) versus silence on student test scores. Students listened to the music or silence while taking a test. The results found that listening to classical music may have had an effect on scores, but it was not statistically significant. Previous research has found mixed results - some studies found no effect of music, while others found music could impact mood, anxiety levels, or performance for certain types of students. More research is still needed to fully understand the relationship between background music and test scores.
The study examined the effect of context cue exposure on long-term memory recall performance. Sixty undergraduate students studied a word pair list while listening to classical music (context cue). In the test phase, half the students heard the music again while recalling the words, whereas the other half did not hear the music. Results showed that recall performance was significantly better for students who heard the context cue (classical music) in both phases compared to those who only heard it during study. The findings suggest that reinstating an encoding context cue can improve long-term memory recall.
This document discusses the benefits of using music in foreign language classrooms. It provides several studies that show music improves students' vocabulary acquisition, memorization, pronunciation and understanding of a language's structure. The document argues music engages students more than traditional repetition drills and allows them to learn in a more natural way. It concludes the language skills of confidence, communication, cultural understanding and understanding context are most enhanced when music is incorporated into language lessons.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1) The study explored the effects of vocal music on working memory by measuring participants' immediate recall of short and long words presented visually with or without background music.
2) Results showed participants recalled significantly more short words in the absence of vocal music compared to when music was playing. However, there was no significant difference in recall of long words between the music and no music conditions.
3) This provides further evidence that background music can disrupt working memory, especially for short-term recall of visually presented short words, but does not affect recall of long words.
Primary School Music Education and Test PerformancePaul Larson
This paper examines the effects of cancelling a 4th grade instrumental music program in the Saint Paul Public School District. The author uses a difference-in-difference analysis comparing test scores between schools that cut the program and schools that kept it. The results show that economically disadvantaged students who had the music program showed statistically significant improvements in math scores but no difference in reading scores. The author notes limitations including selection bias and a short time period but suggests music education may benefit academic performance, especially for low-income students.
The document discusses the relationship between perception and production of sounds in a second language. It presents differing views on whether perception must precede production, or if production can enhance perception. An experiment is described that found articulatory training improved Spanish speakers' ability to perceive subtle differences in English vowel sounds more than aural training alone, suggesting production can lead to improved perception. However, more research is needed to fully understand the complex relationship between perception and production for different sounds and learner levels.
This document summarizes and compares two case studies on integrating arts into education. Case study one examined the effects of integrating music lessons into math instruction for 3-5 year olds, finding those students scored significantly higher on standardized tests. Case study two explored how integrating drama into reading lessons for 4-8 year olds, including English language learners, helped develop literacy skills. Both studies found arts integration increased student engagement and supported learning across subjects.
This document summarizes two case studies on integrating arts into education. The first case study examined the effects of integrating music lessons into math lessons for 3-5 year olds, finding that students who received music lessons scored significantly higher on standardized tests. The second case study looked at using drama in reading lessons for 4-8 year olds, including English language learners, and found it helped develop literacy skills. Both studies suggest integrating arts can boost student engagement and performance.
This study examined the impact of using music mnemonics on students' recall of information about three Romantic composers. 120 students took a pre-test and were randomly assigned to an experimental or control group. The experimental group learned the information set to customized songs while the control used conventional methods. Both groups took a post-test, with the experimental group scoring significantly higher. Focus groups found the songs were engaging, helped learning, and boosted interest compared to traditional methods. The study suggests music mnemonics can effectively enhance students' recall of academic content.
This document summarizes a study on how the structural position of sounds affects their acquisition by English learners of Spanish. It tested if learners rely on distributional information when acquiring sounds. The study found that learners were most successful with sounds that have overlapping distributions in English and Spanish, and least successful with sounds only in Spanish. This suggests learners do use distribution to learn sounds and confirms the importance of comparing sound systems between languages.
Eduardo Coutinho - Psychoacoustic cues to emotion in speech prosody and musicswissnex San Francisco
- Listeners can perceive emotional meaning in both music and speech based on acoustic features like tempo, pitch, timbre, and loudness.
- Computational models using recurrent neural networks can successfully predict listeners' continuous ratings of emotion in music and speech from psychoacoustic features alone, with an accuracy around 65%.
- The models are able to generalize and perceive emotion in both familiar and unfamiliar musical genres, suggesting emotions may be communicated universally through acoustic profiles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The document discusses phonemic awareness and its importance in reading instruction. Some key points:
- Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Explicit instruction can help develop critical levels of phonemic awareness.
- The National Reading Panel found strong evidence that teaching children to manipulate sounds helps them learn to read and spell. Instruction should focus on isolation, identification, blending, segmentation, deletion, addition, and substitution of sounds.
- Effective instruction is explicit, occurs in small groups, and provides scaffolding tailored to individual needs. Between 5-18 hours of phonemic awareness instruction yields significant benefits for reading acquisition.
This document summarizes a proposed study that will compare levels of student engagement in an elementary music classroom between a traditional instructional method and a popular music pedagogy method. Approximately 60 fourth grade students will be assigned to a control group receiving traditional lessons or an experimental group receiving lessons incorporating popular music, technology, and independent learning. Student engagement will be measured before and after using a device, and focus groups will provide qualitative data. It is predicted that the popular music pedagogy method will yield higher engagement levels based on literature showing students' musical interests lie in popular music and autonomy of choice increases enjoyment. The purpose is to explore solutions for declining student engagement in elementary music education.
Similar to Descriptive research, the effects of music upon second language . (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Descriptive research, the effects of music upon second language .
1. THE EFFECTS OF MUSIC UPON SECOND LANGUAGE
VOCABULARY ACQUISITION
Suzanne L. Medina, Ph.D.Graduate
Education DepartmentCalifornia State
UniversityDominguez Hills
1637 Westmont DriveSan Pedro, CA 90732
Lenis Beatriz Marquez Vidal
2. ABSTRACT
Can English be acquired through a musical medium? The positive effects of music upon
rote memorization are well documented, yet empirical support for music as. a vehicle
for second language acquisition is lacking
A study investigated the effectiveness of music and use of story illustration on the English
vocabulary acquisition of children . Subject were 48 second graders of limited English
proficiency, divides into four groups. One group heard a story its song version , and the
another the oral version only. A third group heard the music and simultaneously viewed
pictures of target vocabulary word . The forth group heard the oral version and viewed
the pictures . Results of pre and posttests indicate no statistically significant differences
between the groups having music and not having music , between having illustrations
and not having them or for the interaction of the two variables . However, descriptive
differences we found. Vocabulary gain score were consistently higher for the group in
which either music and illustrations were used. Implication for the use of music in the
second language classroom are discussed and further research is recommended.
A 40-itembibliography is included. (MSE)
3. Method
This research is descriptive because the subjects were being observing in a
completely natural and unchanged natural environment. So the investigator
applied his test without telling them that they would observe.
Propose :
The purpose of this investigation was to determine (1)if music would
bring about language acquisition to the same extent as other more
traditional non-musical approaches(e.g., oral stories);(2)if illustrations
impact vocabulary acquisition; and (3)if there is a strong interactive
relationship between the Instructional Medium(Music/No Music) and
Extra linguistic Support(Illustrations/No Illustrations).
4. Participants:
Subjects participating in this study consisted of 48 second grade
Spanish-speaking limited English proficient students. All students
were enrolled in an elementary school belonging-to the Los
Angeles Unified School District during the 1990-91 academic year.
The elementary school was located in a suburb of Los Angeles
which was largely low-income and Hispanic.
Instruments :
Commercially produced tape cassettes with accompanying big
book illustrations were used for this investigation.
These materials, contained a sung and spoken version of A
Surprise for Benjamin Bear by J. Nelson (1989).This story was
selected because it conformed to a number of criteria. At its
most basic level, the story used for this study had to (1) be
illustrated and (2) have tape recorded sung and spoken versions.
5. Data collection
The vocabulary acquisition measurement instrument used for pretests and posttests consisted of
a 20-itemmultiple-choicepaperand pencil test. This test was developed so that it could be
administered to large groups of students. Since the subjects participating in this study were
exposed to oral language, as they were in Ellery's study, written words did not appear on the
exam. Instead, the stem of each test item consisted of a target word which was orally
presented. Multiple choice options consisted of four illustrations. Thus, in the test instrument, the
children heard the practice word “book” pronounced three times by the investigator. They
were then asked to circle the illustration which they believed best matched this spoken word.
6. PROCEDURE
Procedure for Assigning Subjects to Treatments:
Four equivalent groups were created prior to administering treatments by
matching subjects on the basis of vocabulary pretest scores. Pretest scores
belonging to all subjects were listed from lowest to highest.
Treatment and Testing Schedule
The selection of subjects was followed by preliminary activities which
included meetings with teachers and classroom visitations which allowed
the experimenter the opportunity to establish rapport with the children.
Two days later the vocabulary pretest was administered, followed by a
four-day treatment period one and a half weeks later. During the
treatment period, tapes were played three consecutive times.
At the end of this treatment period, the first posttest was administered
while the second vocabulary posttest was administered one and a half
weeks later.
7. DATA ANALISYS
In order to determine the short-term and long-term effects of music and illustrations, the
dependent variable, vocabulary acquisition, was measured prior to treatment (pretest) and
at two additional points in time:(1)at the end of the four-day treatment period (Posttest 1),
and (2) one and a half weeks after the last treatment (Posttest 2).
RESULTS
No statistically significant differences were found between the main effects of
Medium(Music/No Music),Extra linguistic Support (Illustration/No Illustration) or their
interaction, when initial gain scores and retained gain scores underwent .There were,
however, definite patterns found in the descriptive data which were noteworthy.
8. The descriptive data demonstrated definite and consistent patterns favoring music. These
patterns were consistent with the psychological research which provided evidence of music's
positive effects upon other forms of verbal learning (Schuster & Mouzon,1982; Gfeller,1983;
Staples,1968; Ryan,1969; Weener,1971;Shepard & Ascher, 1972; Milman, 1974).
The main effect of Extra linguistic Support (Illustration/No Illustration) did not produce statistical
significance at the .05 level. However, the raw data revealed a definite pattern: Illustrations
consistently produced higher levels of vocabulary acquisition than No Illustration groups, both
in the short and long term. This general pattern favor of Illustrated treatments was expected in
light of the research on comprehensible input (Krashen,1985)and picture illustrations
(Hudson,1982; Omaggio,1979;Mueller).
Although the interaction between music and illustration was
not statistically significant at the .05 level, the combination of music and illustrations consistently
yielded the highest average amount of vocabulary gain. The positive effects produced by the
combination of music and illustrations was predicted from the psychology literature.
9. Why do you think that the researcher used that design instead of another
one ?
I believe that he used a descriptive design because with this kind
of research he carried out his investigation in less time and without
spending too much money or in order to do his project as he
wished he needed to observe and describe some subjects and so
achieve his goal. Also it is important to bear in mind that a
descriptive research design and allows observation without
affecting normal behavior.
10. Reference
Medina, Zusanne .L (1990) The Effects of Music upon Second
Language Vocabulary Acquisition. Reports Research/Technical
. Retrieved from :
http://eric.ed.gov/?id=ED352834