國立虎尾科技大學 |

English Language Learners' Epistemic Beliefs about Vocabulary Knowledge.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	English Language Learners' Epistemic Beliefs about Vocabulary Knowledge./
作者:	Ziegler, Nathan E.
面頁冊數:	1 online resource (253 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
標題:	English as a second language. -
電子資源:	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.
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