Powerpoint Mata kuliah: Academic Reading

Materi Powerpoint Academic Reading

1. Lecturer: Wahyuni Fitria,M.Pd Presentation by: Nurvinanti Aulia Authors: Chris DIXON, Annina HESSEL, Natalie SMITH, Dea NIELSEN,Marta WESIERSKA and Emily OXLEY6 Receptive and expressive vocabulary development in children learning English as an additional language: Converging evidence from multiple datasets

2. Introduction “ The study focuses onthe growing population of children learning English asadditional language (EAL) in English. And investigate the trajectory of developmentreceptive and expressive vocabulary knowledge of English in EAL learners and friendstheir monolingual peers in primary school .”

3. — RESEARCH GAP “ This study aims to identify skills that predict academic success in EAL learners and to provide tailored and effective support for these students. The study found that EAL learners in the UK were able to achieve levels equal to or higher than their single-language counterparts in national examinations, despite facing challenges related to school mobility and English language proficiency .”

4. THEORY In this article, the theory used is related to the development of receptive and expressive vocabulary in children learning English as a second language. Theories used include : Usage-Based Approach of Language Acquisition Depth of Lexical Knowledge Shallow but Wide versus Deep but Narrow Approaches to Word Knowledge Instruction

5. FIND OUT THE RESEARCH PROBLEM The research problem addressed in this study is the vocabulary knowledge gap between learners of English as an additional language (EAL) and their monolingual (ML) counterparts in the UK.

6. DESIGN In this article, the researchers used a combined research design that incorporated data from six cross-sectional studies and four longitudinal studies.

7. PARTICIPAN Participants in the study were EAL learners and ML peers recruited from schools in the UK, with a total of 776 participants, including 434 EAL learners and 342 ML peers

8. TECHNIC OF COLLECTING 1. Standardized Tests: These standardized tests provide a standardized framework to objectively evaluate children's vocabulary skills. 2.Questionnaires : Researchers may also use questionnaires to collect additional information about children's language background and environment, such as the language spoken at home, level of exposure to English, and other factors that may affect their vocabulary development. 3. Observation : In addition, direct observation of children's behavior and interactions in language contexts may also be used to gain a deeper understanding of their vocabulary use in everyday situations.

9. TECHNIC OF ANALYZING Data were analyzed using a multilevel modeling framework to account for variance in child and school rates in an effort to obtain stronger growth estimates.

10. RESULT The study found that EAL learners generally performed lower than ML counterparts in receptive and expressive vocabulary tasks, with gaps remaining across the age ranges studied. The study also found that despite evidence of convergence in receptive vocabulary knowledge over time, gaps in expressive vocabulary knowledge remained significant.

11. CONCLUSION These findings suggest that EAL learners are able to achieve similar or higher levels than their ML counterparts in national examinations, although they may face particular challenges in terms of school mobility and English language proficiency.

12. THANK YOU