scholarly journals Revisiting the Explicit Learning of Vocabulary of Chinese EFL Learners

2020 ◽  
Vol 13 (2) ◽  
pp. 86
Author(s):  
Chen Wang ◽  
Jingjing Yang
Keyword(s):  
Paired Associate ◽  
Item Type ◽  
Explicit Learning ◽  
Association Strength ◽  
High Association ◽  
Efl Learners ◽  
Item Types

This study intends to find out how the retention of new vocabulary items could be affected by the item type (collocations versus single words), association strength between collocates and the collocate-node relationship. 101 Chinese EFL learners encountered the new items in paired-associate format. Participants were assigned to three groups: learning two types of collocations with high association strength, learning two types of collocations with low association strength, and learning new items in single words. The results show that learning new items in collocations yielded better retention of receptive and productive knowledge of meaning than in single words. Collocations with greater association strength also led to better retention of meaning. Different item types and associate strength has little effect on the retention of form.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

The Effect of Item Type on Performance of the Matrix Reasoning Subtest of the WAIS-III in Traumatically Brain Injured and Non Brain-injured Control Participants

2003 ◽  
Vol 4 (2) ◽  
pp. 146-154
Author(s):  
Simon F. Crowe ◽  
Robyn M. Bittner ◽  
Ramona Raggl ◽  
Graeme Senior
Keyword(s):  
Item Type ◽  
Group Analysis ◽  
Psychological Corporation ◽  
Brain Injured ◽  
The Matrix ◽  
Traumatically Brain Injured ◽  
Matrix Reasoning ◽  
Serial Reasoning ◽  
Item Types ◽  
Normal Controls

AbstractQualitative analysis of neuropsychological instruments has been a long tradition in neuropsychological assessment. This study extended this type of analysis to the Matrix Reasoning (MR) subtest of the WAIS-III. The study compared the performance of TBI participants on the item types identified within the MR subtest (i.e., pattern completion, classification, analogy and serial reasoning) with a group of normal controls. MR items were classified into categories (as defined respectively by the Psychological Corporation and by our own research definition). Ninety-three non brain-injured control and 72 brain injured control participants were included in the study. One way analysis of variance indicated that the TBI group performed significantly worse than the non brain-injured group the MR performance overall as well as for both the Psychological Corporation classification and on the research defined categories. Within group analysis revealed that both groups performed significantly differently across the item categories with the most difficult categories being analogy and serial reasoning for the research defined categories and the classification and serial reasoning categories for the Psychological Corporation-defined groups. The results of the study indicate that an item type analysis of the MR performance may further contribute to the qualitative aspects of diagnostic formulation.

Studies of Paired-Associate Learning as a Function of Normative Word-Association Strength

1971 ◽  
Vol 29 (1) ◽  
pp. 187-190 ◽  
Author(s):  
William R. Balch ◽  
S. I. Shapiro
Keyword(s):  
Word Association ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Association Strength ◽  
Associate Learning ◽  
The Past ◽  
Association Data

A bibliography is provided of studies of paired-associate learning as a function of word-association strength inferred from normative collections of word-association data. Over 60 such studies have been published during the past decade.

scholarly journals Assessment of computer and information literacy in ICILS 2013: Do different item types measure the same construct?

2017 ◽  
Vol 16 (6) ◽  
pp. 716-732 ◽  
Author(s):  
Jan Marten Ihme ◽  
Martin Senkbeil ◽  
Frank Goldhammer ◽  
Julia Gerick
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Discriminant Validity ◽  
Item Type ◽  
Three Dimensional ◽  
Regression Analyses ◽  
Three Dimensional Models ◽  
And Gender ◽  
Computer And Information Literacy ◽  
Item Types

The combination of different item formats is found quite often in large scale assessments, and analyses on the dimensionality often indicate multi-dimensionality of tests regarding the task format. In ICILS 2013, three different item types (information-based response tasks, simulation tasks, and authoring tasks) were used to measure computer and information literacy in order to balance technological and information-related aspects of computer and information literacy. The item types differ in the cognitive processes and the type of knowledge they measure and in the strands and aspects of the ICILS 2013 framework they address. In this article, we explored which factor models that assume item type factors or type of knowledge factors fit the data. For the factors of the best fitting models, regression analyses on SES, frequency of computer use, self-efficacy, and gender were computed to work out the different meanings and the convergent and discriminant validity of the factors. The results show that three-dimensional models with correlated factors for item type or type of knowledge fit best. Regression analyses discover substantive implications of between-item and within-item models. The effects are discussed and an outlook is given.

Acquisition of Morphological Rules: Effects of Frequency of Item-Type and Rehearsal Strategy in Paired-Associate Learning

1982 ◽  
Vol 50 (3) ◽  
pp. 1009-1010
Author(s):  
Harriet M. Braunstein ◽  
Kari S. Peacock ◽  
Joan M. Soloko ◽  
Susan L. Tippit
Keyword(s):  
Correct Response ◽  
Association Rule ◽  
Paired Associate ◽  
Item Type ◽  
Mixed List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Response Elements ◽  
Rehearsal Strategy ◽  
Maintenance Rehearsal

Paired-associate items which followed an association rule were presented in a mixed list with a smaller number of irregular items which deviated from the rule but were presented for study more frequently. On test lists new stimulus items were presented for which the correct response followed the rule. In learning the items 30 subjects were instructed to use either maintenance rehearsal or elaborative operations. The prediction that the elaboration strategy would facilitate performance was confirmed. However, the expectation that maintenance rehearsal would produce equal ease of learning on irregular items was not upheld. All subjects performed best on irregular items, probably because they were more frequently presented and contained unusual response elements which may have stood out.

scholarly journals Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

2018 ◽  
Vol 1 (6) ◽  
pp. 51-62
Author(s):  
Nazal Allahmoradi
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
First Language ◽  
Explicit Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L2 Learners ◽  
L2 Learning ◽  
L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

An investigation into the writing construct(s) measured in Pearson Test of English Academic

2013 ◽  
Vol 2 (1) ◽  
pp. 108-125
Author(s):  
Ying Zheng ◽  
Shaida Mohammadi
Keyword(s):  
Factor Analysis ◽  
Academic Writing ◽  
Item Type ◽  
Writing Skills ◽  
Information Function ◽  
Multiple Item ◽  
Pearson Test ◽  
Item Scores ◽  
Item Types ◽  
Global Writing

Pearson Test of English Academic (PTE Academic) has six item types that assess academic writing either independently or integratively. This research focuses on evaluating the construct validity and effectiveness of the six writing item types. Exploratory Factor Analysis was performed to examine the underlying writing constructs as measured by the six item types. Item scores for different writing skills were subjected to Rasch IRT analysis. The difficulty of the item types was estimated and the effectiveness of each item type was evaluated by calculating the information function of each one. The results identified two writing constructs: an Analytical/Local Writing construct and a Synthetic/Global Writing construct. The study has implications for test developers on the use of multiple item types and their effectiveness, and for test users on how they can improve their writing skills.

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