2009. ‘Lexical Diversity and native-like selection: the bonus of studying abroad’ in
Vocabulary Studies in First and Second Language Acquisition: The Interface between Theory and Application. Basingstoke: Palgrave Macmillan, pp. 91-106
Book editor(s): Daller, H., D. Malvern, P. Meara, J. Milton, B. Richards and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Quantitative and qualitative analyses of the narrative task performance of both native-speakers and learners of English in London and Teheran show that only the learners in London had acquired similar lexical selections to native speakers, while having no grammatical advantage over their peers in Teheran.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Book editor(s): Daller, H., D. Malvern, P. Meara, J. Milton, B. Richards and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Quantitative and qualitative analyses of the narrative task performance of both native-speakers and learners of English in London and Teheran show that only the learners in London had acquired similar lexical selections to native speakers, while having no grammatical advantage over their peers in Teheran.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2009. ‘Vocabulary knowledge and academic success: a study of Chinese students in UK Higher Education’ in
Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application. Houndsmill, Basingstoke: Palgrave, pp. 179-193
Book editor(s): Richards, B., M.H. Daller, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Standardized tests such as IELTS or TOEFL do not seem to be good predictors of academic success on their own. The present study revealed the C-test to be a powerful tool in that it allowed us to predict over one-third of the modules failed by international students in the UK.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (Department of English, Linguistics and Communication)
Book editor(s): Richards, B., M.H. Daller, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Standardized tests such as IELTS or TOEFL do not seem to be good predictors of academic success on their own. The present study revealed the C-test to be a powerful tool in that it allowed us to predict over one-third of the modules failed by international students in the UK.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (Department of English, Linguistics and Communication)
Log in or register
Follow TeachingEnglish
 |
 |
 |
 |
