英语专业本科毕业论文翻译实践项目iPad在面向英语学习者的词汇教学中的应用

TranslationProject:TheChineseTranslationofUsingiPadsinVocabularyInstructionforEnglishLanguageLearnersEnglishacademicpapersplayanessentialroleintheexchangesofacademicresearchandtechninternationalinfluence.Inordermajorstudent,translationofacademicpapersisaprofessionalskillthatneedstobestrengthenSoitisofhighvaluetodothistranslationproject.ThesourcetextiswrittenbyXinJF,aprofessorintheDepartmentofInterdiscEducation.Andherresearchintebehaviormanagement.ItisacollectionofacademicpaperswhichaimstoexaminetheeffectsofusinganiPadtoteachspecificstudents,includingvocabularyinstructionforEnglishLcommunicationskillsteachingforstudentswithautism.Asubjectandastronglogic,whichtakesplaceafterresearchandevaluatandplan.PrecisionandaccuracyaretwomainlanguageftermsandabbreviationsalsofrequentlyappearinthetThefollowingaredifftranslatorlacksbackgroundknowledgeaboutthefliedwherethewriterstudies,sohowtofullyunderstthelanguageiscomplex,includingsubordinateclausesandpassivevoice.Last,howtranslationconsistentwiththeoriginaloneisamajHerearewaysthetransbeforetranslation.Thetranslatorlooksupsomerelautismspectrumdisorders(ASD)andchildranddeepentheunderstandingoftherelatedtheefficiencyandaccuracyofthetranslation.ThetranslatorusesaprofessionaltranslationplatformcalledMemsourcewhereuserscancreatetheirowntranslationprojectsonline.Aidedbymachinetranslation,thetranslatorcanshortenthetimeoflookingupthemeaningofwordsandreinventingSentenceStructures.Byestablishingaspecialtermbaseforthetext,thetranslatorcanensuretheconsistencyofthetechnicalterThirdly,useappropriatetheorytoguidethetranslationproject.ThesupervisorsuggestEquivalenceTheorycanbeanexcellentguidanceforthistranslationproject,whicfindmoresuitabletranslationmethods.Besides.infaceofthewideuseofpassivevoiceintheEnglishlanguage,thetranslatorappliessLiteraltranslation,omission,amplificationsettingswasused.”Thetranslatedversionis:“本研究采用多基线设计数据，每周2天，为期2至3周。”ThetranslatorconvertstThroughthistranslationproject,thetranslatorhasgEnglish-Chinesetranslation.Firstly,thoughittakesalargeamountoftimeaausemisunderstandinginthereceivingofsituation,multipleproofreadingcheckthetranslatorcangetnewunderstandingofthesourcetextandmodifythetranslatedtextaccordingly,untiltranslatorhasrealizedtheimportanceofbilingualcompetence.Aprofessionaltranslator,withhighlevelsofbothEnglishandChineseproficiency,issupposedtoundersty.Howfdifficulties,forexample,thetranslationofwordswasnsentenceprocessingwasnotflexibleenough,andthedescriptionoftheresearchprocedanalysisdidnotdopreciselyneither.Therefore,thetranslatorneedstoimpexpressionandcultivatethebilingualsenseoflanddoingmoretranslationpractice,sothattranslationskillcanbeultimatelyeThepurposeofthisstudywastoexaminewhethertheirvocabularyscoresintheareasofwordwereusedduringvocabularyinstruction.Fivethird-gralearningdisabilities,participatedinthestudvocabularywordsduringthebaseline.Durthird-grade’sDolchwordlistweretaughtandpracticedusingtheiPadapplicationLearningTouch,FirstSightWordsPro.Allstudentswerecognition,wordmeaning,andwordpotentialavenueforELLsinlearningEnglishvocabularywords.Overthepastyears,thenumberofimmigrantshassteadilyihighest-rankingstatesforimmigrationintheUSA:About30%ofhoStatistics(2013).Asthenumberofimmigrantsincreases,sodoesthenumbelanguagelearnersfthestate(NationalCenterforEducationalStatistics,2017).OnemajorconcernforELLsistheirlanguagedevelopcommunicationandlisteningcomprehensionskillsthatareimportantforleacontextofprintedtext(Sibold,2011).Inordertoincreasetheseskills,studentsmustdevvocabularyknowledge(Colorado,2007).Forexample,skilledcontextcluestodeterminethemeaningofunfamiliarvocabularywithintext,whileacquiringsufficientvocabularytocommunicatewithpeersandteachersinclasdelayedvocabularydevelopmentthatimpactstheirdevelopmentofreadingcomprehensionskillsandunderstandingofgrade-leveltext.Alackofpriorcontentknowledgeandunderstandingofclassimpacttheirlanguagedevelopment(Fehretal.,2012).Thus,fbeingdiagnosedashavingthattheywillbeabletocatcDressler,&Snow,2005).Withoutastrcomprehendwhattheyarelisteningtoand/orreading(Fehretal.,2012).Studentswithlimitedvocabularyknowledgeultimatelyhavealargerdisadvantagematerialsandwords(Newton,Padak,&Rasinski,2008).LearningbasicvocabularyIntroducingnewvocabulary,applyingthewordswithmultipleexposuresbothipracticesinavarietyofcontexts,iskeyforlanguagedevelopment(Carloeaudiobookstolistentothewordsreadaloudwhilesimultaneouslyviewingthsupportthesestudentstostrengthentheirunderstandingofthemeaningofnewwordsandincreasereadingfluencyandprosody(http://www.colorin,2007).Videopresentatioinstructiontoprovideastory-basedstheirwordapplicationhavebeeneffectivecomparedwiththetraditionalwaysofdefiningvocabularyusingadictionary,followedbydrillandpractopportunityforlearnerstoreinforcenewvocabularywhileselectingthewordthatappropriatelyfitswitthesentencecontext(Augustetal.,2Inreading,astudent’spriorexperienceandbackgcomprehension,becauseaconnectionbetweenthereadingpassageandlearnerbackgroundenhanceshis/herunderstanding(Pang,2013).Oftentimes,ELLsdonotpossessbackgroundknowledgetolinkwiththeirunderstandingofthenewvocabularywords(Lin,2010).Inthissituatirelatedcontextualandbackgroundinformationtosupportstudentsbeforethenewtopicsand/orvocabwordsareintroduced,andtovocabularywords,inordertoenhancetheircomprehension(Dukes,2005).Inaddition,visualstrategiessuchaspicturecues,bilingualpicturereportedaseffectivetechnexample(Pang,2013).Graphicorganizerscanbedevelopedtovisuallyrepresentwayforstudentstounderstandthemeanings,mdoingintheirdailylives(Pang,2013).computer’smicrophone,theirpronunciationoftheEnglishwordwascomparedtothatofanativeEnglishspeaker.Itwasfoundthatthisactivitycouldreinforcecorrectspeech,knowledgetoenhancestudentunderstandingofwordmeaningsandtofostertheirapplicationofthenewlyELLstoexhibittheirunderstandingofnewvocabularywordsusingpicturesaswellaswordswithsupportofapre-structuredformat(Silverman&Hines,2009)matchimagestoacorrespondingwrittenwanswerquestionsanonymouslytoeliminatetheriskofbeingembarrassedinfrontofpeers(Wheatleyetal.,1993).StudentscanuseacomputAniPadissuchahandheldmobilededisplayvisualmodelsinaportableinstrumentapplyingpressuretothescreenwithafingertip,andthelearnerisabdisrupt-inganyothersinclass.Inaddition,theprogranduserfriendly.Thesensorlightweightdesignoftenattract(Hutchison,Beschorner,classroomstoenhancestudents’limitedresearchisfoundtoespeciallyforELLs.ThepresentstudywasdesignedtouseiPadsinelELLsinanattempttoincreasetheirknowledgeinwordrecognition,understandingofwordmeanings,andwordrecognition,meaningcomprehension,andwordapplicationwheniPadsareapplieddurinFiveGrade3ELLsenrolledinclusivesettingtoreceivegeneraleducation;hstudentsspokeprimarilySpanishintheirhomes,andtheirparents/guardiansspBecauseoftheirdelayedlanguagedevelopment,thesdisabilitiesorcommunicationimpairments.Table1presenthaddifficultyexpressingherselfinEnglish.Shespowordssingularwithincorrectverbtenses.Shelackeddecodingskillsandstruggcorrectwordsindailyconversationlimitedconversationalskills.Shegotconfusedeasilyandneededextdirections.Onoccasion,shestaredattheteacherlookingforgshewasunabletoexpressherselfherEnglishsentenceconveyingherintendedmessageinEnglishandoftenrevertedtoSpanishoutavoidbuildingasentencesupporthisanswerduetoalackofvocabulary.Althoughhewasathequalitywaspoor,especiallywhenEnglishvocabularywordswererequiredinreadingStudent5wasan8-year-oldHispanicmale.extremelylimited,whichcaOnespecialeducationteacherparticipatedinthestvocabularyinstructionfowasdeliveredbytheteacher30minutesaday,threetimesperweekfoadministeredandscoreaccuracy(theteacherassistantwastrainedtoscoreeachassessment).Atotalof36vocabularyconsideredascommonconversationalEnteacherfromthethird-gwordsineachlist,andeachlistwastaughtintwoweekavisualexampleretrievedfromGoogleimageswasusedtointroduceeachofthe36vocabularpresentedthewordsselectedinthevocabularylist.Itincludedauditory,visforeachwordpresented.Forexample,aninimage.Thus,whenalearnertouchedtheiconofthassembled,thenanauditorysoundappeared,andautomaticallyscrollacontinuetheprocessinlearninganotherwordforpractice.TheinstructorcoulddecidewsoundshouldbeorallypresentedtothelearnerafteracorrectlAlistofninevocabularywordswasintroducedtotheweeks’instructionwithfourinthefirstweekandfiveinthefollowingwdefinition,andapplicationwerdiscussedtoensurethateachindividualstudentunderstood.Thiswasfollowedbyindividualpracticinstructionalprocedurewasprovidedinthefollowingweekswithatotalofeightweefourlistsofvocabularywords.SightWordsProapplicatiteacher,andeachstudentviewedtheprogramontheiPadscreenpresentingasetofbpromptedtodragfloatinglettersintothecorrectposition,inordertofilltthecorrectlettersweredraggedanddroppedintothebox,theleIfanincorrectletterwasselected,theletterwouldreturntothechoiceboxandnooralrepresentatiopresented.Oncetheletterswerecorrectlyassembledandthewordwasreadaliconwouldrepresentthewordmeaningwithanimagescrolledacrossthescreen.Tweredevotedtoeachlistofninetargetwordswithatotaloffourlists(i.e.,36words)ineightwendoftwoweeks,theteacherupdatedthewordlistwithintheiPadapplicationtoincludethenextsetofvocabularywords.shownontheback.Duringthetesting,eachcardwassscoresweremarkedtocalculateintopercentages.Subsequently,studenttotellthewordmeaning.Again,fivesecondsofwaitingtimewereprovidedforanoralresponse.IfincludedcorrectpronunciationandacompletedefinitionofthewordasitwastaughtduringtheinsBothcorrectandincorrectscoreswererecordedandconvertedtopercenClozesentencesweredevelopedbytheteachertoassessstudents’understandingofthetargetwords.Onetargetwordwaspresentedinonesentence,togeappropriatewordtocorresentenceandgiventwopossiblewordsaschoiceswithoneminuteofwaitingtimeforanoralresponse.Ifananswerwasnotprovidedduringthetime,itwasconsideredincowererecordedaspercentages.Attheendofthetwoweeks,studentsweretestedontheninewordslearneouteachword,demonstratingtheirunderstandingofthembaseline;PhaseB,theinterventionwheniPadswtheentireinstructionofeightweeks.DuringPhaseA,thebaselineassessedinthreeareasofvocabularylearningincludingwordrecognition(someaning(oralanswerstothequestion),andwordapplicof36words.DuringPhaseB,theintervention,participantspracticedusingtheiPadapplicationofLearningTweekforeightweeks.Thesameassessmentswerepparticipant’sperformance.AfteroneweekoftheinterventifollowingthesameprocedureofPhaseAtoevaluatetheirmaintenanceofthevocabularywordslearned.Avisualanalysisofthepercentageofindividualstudent’sperformancescorescomparedthebaseline,intervention,andmaintenance.Inaddition,thepercentageofnon-overlappingdata(PND)proceduredescribedbyScruggs,Mastropieri,andCasto(1987)wasused.ThistypeoTheguidelinerecommendedbyAsaro-SaddlerandSaddler(2010)waoftheinterventionpointsexceedingtheextremebaselinevalueforaveryeffectivetreatment;7Table2presentsPNDthentheteacherassistantmarkedeachstudenParticipatingstudents’performanceduringbaseline,intdeterminetheirlearninggrowthintheareasofwordrecognition,understandingofwordmdemonstratedthatallstudentsgainedinthethreeareascomparedtothoseinthebaseline.Forexample,inwthebaselineincreasedto71%duringtheinterventiInunderstandingofwordmeanings,student1’sscorewascoreswithnon-overlappingdatapoints.Thismeansthat100%oftheinterventiondatapointsexceextremebaselinevalue,indicatingaveryeffectivetreatment.Furthermore,studentperformancewasFigure1presentseachstudent’sperformanceacrossphasesofthebaseline,interventioFurther,thesurveyreForexample,whenaskediftheypreferredlearningnewvocabularywordsusingtheiPadmorethanotherwaysthattheyhadbeentaughtibelievedthattheiPadhelpedthemlearnmoreEnglishwordsthantheywouldhavehadtheybeentaughtinotherways,allstudents(100%)agreed.Lastly,whenaskedifthadditionalvocabularywords,allstudents(100%)wereiThisstudyexaminedtheeffectsofusinganiPadinvocabularyinstrucshowedthatallparticipatingbaseline.WhenaniPadwasusedininstruction,theirrecognition,23%to37%inundassessingthesethreeareasagaininthemaintenanceteachvocabularytoELLs.IntSpanishusinge-booksprerepresentingthetargetword(Englishreceptiveknowledge),alabelforeachillustnaming),andthroughprdefinitions).evaluatingstudentperformanceinthreeareas(wordrecognition,understandingofwordmeaning,andwordapplication).Duringtheintervention,partrequiredtodragfloatinglettersintothecorrectpositiontocompletethemisswasdraggedanddroppedintotheposition,theletterorsoundwatoreinforcethecorrectpronunciation.Oncethewordwascorrectlyassembled,thewordwasrenhancethecorrectsound,thenananimatediconpresentedarewardtothestuprovidedlearnersanopportuands-onactivityhasmotivatedstudentsinrvocabularylearningwasenhancedaswellastheirscwouldliketousetheiPadagaininthefuturetolearnadditionalvocabandimagespresentedontheiPadscreenincreasedstudentinteresttopracticewords.ThiprovidesrepeatedexposuresinlearningoralreadingandwordappacemaycreateamorefavorableconditionforELLvocabulaDespitethepositivereswassmall,andincreasedstudentparticipationmaybeneededtovalidatethofallparticipantswasSpanish.Eventhoughtheyrespondedwelltotscoresincreasedinallthrspeakingdifferentnlanguages.FurtherstudiesmaybeneededintheareaofEnglishvocabularyinstructiontoELLswithnativelanguagesotherOurstudyprovidesevidenceoftheeffectivenessofahandhelddevice,theAppleiPad,invocabularyWithoutthenecessarytechnologydevice,thisinterventionwouldnothstudyalsoshowsthepossibilityofusadministratorsmayconsidersupportingtechnologyapplicationinclassroomsbybudgetingfoprovidingappropriateteachertraining,sothatmoreteacherswillbeabletointegratetechnologyintotrelativelyinexpensive.ThisdeviceisportableandeasytoobtainablepieceofassistivetechnologyforELLsincontoftheirpeers.TeachingstudentstouseaniPadtosupportacademicachievrteachers.Itisourhopethatmoreteachersusetechnologyinclassroomsandthatmor OnecommoncharacteristicofELLsispoorlydevelopedvocabularyskillsthatoftenimpacttiPadinliteracyinstructiocorrectpronunciations,andunderstandwordmeaningsthroughvisualpresentations.OurstudyreportsthepositiveeffectofaccesstothishandhelddeviceonELLsinlearningvociPadwillbeanemergingandpromisingtechnologyforthesestudentstself-confidenceincommunicEnglish-speakingpeersandbecompetentinlearningtheEnglishlanguage.ThepurposeofthisstudywastoexaminetheeffectsofusinganiPadtoassiststudelearningcommunicationskills.Three,10yeafunctionalspeech,participatedinthestudy.Amultiplespeech-generatingdeviceapplication,whilenocommunicativeattemptswereobserved.DurinquestionsandmakingsocialcommentsinbothclassandrManystudentswithautismspectrumdisorders(ResearchCouncil2001).Theyrelyonbehaviorssuchaspointing,reaching,AlternativeCommunication(AAC)approachesaresuggesteprovidesymbols,pictures,photos,andwrittenwordstocommunicatethoughtsandideaspresentationsthatareinanimate,predictablfeaturestypicallymotivatesconceptsandassociatedvocabularycanbeaddedtotheexistingsymbols,whichmakethelconsistentandstablewithmimanualsigns,thusmaximizingthecomparativelystrongvisualprocessingskillsofthosewithASD(Shaneetal.2012).Understandingandfollowingthecomplexcuesinsymbol,increasingcuecommunicationdevice,resultingiwhoweretaughttouseindividualSGDswithlinedrawisnack,please.”“more”and“Ineedhelp.”withanaturalisticteachinon-intrusivepromptingtechniquesincreasedtheirinteractionswithclassroomstaff(Shaneetal.2012).classroomstoengagestudentsinlearningtopromotehigher-levelthinkabilitylevelsandmonitorststudents,andtheimmediateandconsistentfeedbackisbeneficialfortheirleaTodate,therearemanycommunHowever,researchoniPadsasAACdeviceswasonlyfoundintheapplMoreempiricalstudiesusingfindanotheravenueformeetingthecommunicationneedsofthosewhohavelimitedspeechanThisopportunitywouldalsoenabletdecisionswhenchoosinganappropridailytasksshouldbethemeasustudiesonexpressivelanguageacquisitionusinganiPadanditsapplicationsfindingsandaddinformationtothelearningoutcomesofstudentspreviousresearchonmobiletepurposesinnaturalschoolsettings.InsteadofSonoFlexwasusedtoteachthesestudentscommunicationskills.ThepurposeofourstudyistheeffectofiPadsasanAACdeviceonspontaneousfunctWillthestudentswithASDincreasetheirexpressivecommunication,e.g.initiatingrequesquestions,andmakingsocialcommentswhenusinganiPad?willthesestudentsincreasespontaneouThree10-year-oldstudents,onefempresentsthegeneralinformationoftheparticipatingstudents.Student1,Eric,attemptedtocteacher'sobservations,itwasfoundthathedidnotspeakanywords,butyelledandbitthepalmofhishandwhentasksorassignmentswscreambecauseofhisuncertaintyofexpectationsorstress.Heseewordsinafranticsoundingfashion(e.g.,“swing”,“breakplease”,“No,thankyou”)whenshewasaskedtoalwaysisolatedandhardtounderstand.Eachofthestudentshadanindividualeducationprogram(whichthegoalsoflearningtouseaSGDtocommunicatmakingappropriatesocialcclassroomwithateacherwhotaughtthelessons,andtwoteacheraAniPadwithaprotectivecoverandcarryinghandleappwasdownloadedontoeachiPad.TheSonoflexiconwasplacopeningscreenpageforconsistenteaseofaccess.Bytappingontheicon,theSonoflexscreenpageopensanddisplayscategorybuttons,called“contexts”,thatwhentouched,openprogrammedwithappropriateSymbolstixpictureicons,orphotographs(seeAppendix1).Whenthestudentselectsaniconbytouchingaproducedusingagender/ageappropriatevoice.Asinglewordoracompletesentencemaybeprogrammedoneachbutton.Forexample,whenthenumeral4istouched,snacksistouched,thesentence:“Iwantasnack,please.”isspoken.OnthehomepageoftheSonoflexapp,thefollowingcontextbuttonswerecreatedbytheteacher:“MorningMeeting”,“Math”,“Reading”,“SocialStudies”,“Iwant”and“BeingFriendly”(seeAppendix2foranexampleopresentedonthecontextscreen).Anobservationchecklistwasdevelopedbytheteachertpromptinglevelstomakearesponseusiresponse,orsocialcomassistthestudentinusingtheiPafcommunication.Asinglesubject,multiple-basbaseline,datawerecollectedduriincludedoneacademiclesson(LanguageArts)andonerecess-time,suchasafterlunch,toprovideopportunitiesforsocialcommentsandrequests.Duringthisphalessonstartedorwhentheparticipantwasdismissedforabreak.Thes“GetyouriPadandturnonSonoFlex.”AfteraccessingtheSonoFlexapp,theywereinstructedtoselspecificcontextbutton.Thwerecollectedbyrecordingeachoftherecordedwithoutprovidinganyprompts.Aminimumof5questionswerepresented.Ifthestudentresponded,initiatedarcommunication.IftheiPadwasnotusedtorespond,0wasscored.Ifitwasrecess-time,tplacedinthearea(usuallywithremindersoftakingtheiPadweregiven.Anyresponses,requestsorsocialcommentsusingtherecorded.weeks.Instructionwasprovidedusingtheleast-to-mostpromptinghierarchyaftera5-spause.Forexample,teacherwaitedforherreswouldverballydirect,“AnswerwithyouriPad.”Again,a5-spausewresponse,thequestionwasaskedagain,withthesametoneofresponse,thequestionwasre-asked.TheTAthenprovidedamodelpromptbytouchiandthengavethestudentthstudentphysicallytotouchthecorrectbuttonontheiPad.Thiswasfollowedbyanopportunibuttonifthestudentwantedto,bysaying,“Gostudentchosetotouchthebuttononhis/herowwithoutfurthercommentonthequestionorresponse.Theprocesswasrepeatedforeacommunication.Duringarecesssession,thestudentwaspromptedtorequesttheitemusingtheitogether,promptingthesocialcomment,“Thatwasfun.”(Avisualanalysisoftheobservationdatacomparedthebaselineandinterveninbothclassandrecesssettings,percentageofnon-overlappingdata(PND)proceduredeguidelinerecommendedbyPNDscoreof90%,indicaquestionabletreatment(seeTable4Table4presentsthetotalnumberstandarddeviationsacrossphases.Figure1intervention,whilenoonemadeanyfandsocialsettings,generatedaPNDscoreof50%,indicatiFigure2presentsindividualstudent’sscoresofresponsesacrossphases.Ericresponand15inrecesswithameanof3.38fthemrespondedduringthebaselinerecess,especiallyincFigure3presentseachparticipatingstudent’sscommentsofanystudentswerandsocialsettings,e