國立虎尾科技大學 |

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	English Language Learners' Epistemic Beliefs about Vocabulary Knowledge./
Author:	Ziegler, Nathan E.
Description:	1 online resource (253 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9781339529974

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge.
Ziegler, Nathan E.

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge. - 1 online resource (253 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2014.

Includes bibliographical references

There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their critical thinking and other cognitive processes (Hofer, 2001). This study examines the epistemic beliefs of English language learners, a population of learners that is relatively understudied on the topic of personal epistemology. More specifically, this qualitative study explores ELLs dimensional and developmental epistemic beliefs about vocabulary knowledge in English. First-year international undergraduate students enrolled in remedial ESL writing courses were given a series of speaking and writing placement tests in an Intensive ESL program at a Mid-western university. Responses to writing prompts and interviews were analyzed for this study from an epistemological lens to determine the espoused epistemic beliefs of English language learners. Results suggested that many ELLs espoused advanced epistemic beliefs (i.e., evaluativism) about vocabulary knowledge most of the time. There was a general disparity found, however, with ELLs epistemic beliefs about the source and justification of English vocabulary knowledge. That is, there was a tendency for ELLs to espouse less sophisticated epistemic beliefs (i.e., absolutism) about source and justification of vocabulary knowledge. This implies that participants beliefs about these dimensions of knowledge and knowing might be hindering the emergence of more sophisticated epistemic beliefs in the domain of English language learning. Additional implications suggest that ESL curriculum needs to focus on developing ELLs use of the appropriate cognitive strategies (i.e., critical thinking) to determine the most accurate sources of vocabulary knowledge in specified communicative contexts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339529974Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge.
LDR:03100ntm a2200373Ki 4500 001 918287
005 20181114145234.5
006 m o u
007 cr mn||||a|a||
008 190606s2014 xx obm 000 0 eng d
020 $a 9781339529974
035 $a (MiAaPQ)AAI10029046
035 $a (MiAaPQ)OhioLINK:toledo1420650754
035 $a AAI10029046
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ziegler, Nathan E. $3 1192569
245 1 0 $a English Language Learners' Epistemic Beliefs about Vocabulary Knowledge.
264 0 $c 2014
300 $a 1 online resource (253 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Florian C. Feucht.
502 $a Thesis (Ph.D.)--The University of Toledo, 2014.
504 $a Includes bibliographical references
520 $a There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their critical thinking and other cognitive processes (Hofer, 2001). This study examines the epistemic beliefs of English language learners, a population of learners that is relatively understudied on the topic of personal epistemology. More specifically, this qualitative study explores ELLs dimensional and developmental epistemic beliefs about vocabulary knowledge in English. First-year international undergraduate students enrolled in remedial ESL writing courses were given a series of speaking and writing placement tests in an Intensive ESL program at a Mid-western university. Responses to writing prompts and interviews were analyzed for this study from an epistemological lens to determine the espoused epistemic beliefs of English language learners. Results suggested that many ELLs espoused advanced epistemic beliefs (i.e., evaluativism) about vocabulary knowledge most of the time. There was a general disparity found, however, with ELLs epistemic beliefs about the source and justification of English vocabulary knowledge. That is, there was a tendency for ELLs to espouse less sophisticated epistemic beliefs (i.e., absolutism) about source and justification of vocabulary knowledge. This implies that participants beliefs about these dimensions of knowledge and knowing might be hindering the emergence of more sophisticated epistemic beliefs in the domain of English language learning. Additional implications suggest that ESL curriculum needs to focus on developing ELLs use of the appropriate cognitive strategies (i.e., critical thinking) to determine the most accurate sources of vocabulary knowledge in specified communicative contexts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Educational psychology. $3 555103
650 4 $a Epistemology. $3 671538
650 4 $a Linguistics. $3 557829
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0525
690 $a 0393
690 $a 0290
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Toledo. $b Foundations of Education: Educational Psychology. $3 1192570
773 0 $t Dissertation Abstracts International $g 77-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10029046 $z click for full text (PQDT)