Development of an English for Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon As a Second Language
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Brigham Young University BYU ScholarsArchive Theses and Dissertations 1995 Development of an English For Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon as a Second Language Jennifer H. Burrill Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the English Language and Literature Commons, and the Mormon Studies Commons BYU ScholarsArchive Citation Burrill, Jennifer H., "Development of an English For Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon as a Second Language" (1995). Theses and Dissertations. 4571. https://scholarsarchive.byu.edu/etd/4571 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. p Q Q developmentENT OF AN ENGLISH FOR GOSPEL PURPOSES p 1 vocabulary LIST THE LATTERDAYLATTER DAY SAINT LEXICON AS A SECOND LANGUAGE A THESIS PRESENTED TO THE department OF linguistics BRIGHAM YOUNG university IN PARTIAL fulfillment OF THE requirements FOR THE DEGREE MASTER OF ARTS BY JENNIFER H BURRILL AUGUST 1995 this thesis by jennifer H burrill is accepted in its present form by the department of linguistics of brigham young university as satisfying the thesis requirement for the degree of master of arts rharh A ijioajio mary eScottleescottlee4tcottLe committee chair L mark tanner kommitcommitteekommitteetee member r L aj7j t C ray GragrahamhalhhalbhaiA committee member 7 apgj L 2299 kn5 A w4wa Y 1 mkna date yImielvinyielvinelvineivinlutalut4luth d40ardparymentmehment chair 11 acknowledgments after a year and four months of being carried on the shoulders of family friends professors and every other sacrificingselfsacrificingself soul who got in the thick of this masters thesis where on earth does one begin an acknowledgments page I1 suppose on ones knees let me first however bow to those who served an exhausting twohourstwo hours as my subjects I1 would be datalessdata less without you thank you an hundredfoldhundred fold to my department and the distance learning project especially to coordinators ellen bunker and marshall murray as well as other team members I1 shout my gratitude the costs of research which were covered because you cared about what I1 was doing are costs which would have prevented me from doing this study altogether I1 hope I1 have done work which you are proud of and which will benefit you A number of individuals deserve a plaque engraved with their name and birth date they are forever to go down in my history in no particular order they are kathryn hall eduardo carrillo rubio michelle oxboro and nearly 40 members of the provo surefiosurenogureno spanish ward for their time dedication and much too generous effort helping me to translate and develop my research instruments also to dr mary lee scott dr cheryl brown dr ray graham dr mark tanner diane strong krause and dr grimshaw and greg jones of the statistics department I1 call down blessings from heaven for the hours upon hours of draft reading statistical consultation and other assistance I1 received from you and then there are all those others who of their own free will helped me immeasurably if only by keeping me sane my friends jen ebbeler stephanie jenson leslie gonzales heather frog scheel laura price tanya & tyler cheryl white dena erickson mike smith diana savageblacksavage black barry miii johnson sergio yasutoshi todokodo fred cliff mike nash matt harris andrea & tulio fernandez jorge perez & luz lewis perez ali & jose luis pefiapena gerardo alvarado molina lucia sujo & quique gabriela paola claudia silvia brenda eduardo poncho alejandro and all my other great studentfriendsstudent friends from the english language center just too many to name and of course pablo oscar ivan noe richie alan felipe davidavidd tati koki JJ and the rest of the latin population in ProvoSprovoslcLC who welcomed me into the latin world with warm hearts besitbesitosbegitosos meringue instruction seranadesserenadesseranades yummy food and lots of great parties also in this category but in far more others as well is leo julio paz a special thanks to him for the argentine music his smile help with my qualitative analysis and just for a being there b hanging around me c liking me and d ill tell you later but of course this meager note of gratitude would not be complete without the acknowledgment of my incredible family Grandgrandmommom stegall & granddad burrill thanks for keeping me warm the sweaters and helping me get around the car mom how could you stand grading all of those tests 7 7 dad I1 literally couldnt have written this without you tia you know I1 have no better friend and no greater support than you the years will never allow me to find the words to express how grateful I1 am to you all I1 can only hope my actions will I1 love you guys with all my heart and last but not least there are two other foundations upon which my research was based without which I1 could not have done anything most importantly my heavenly father and jesus christ for the talents and blessings they endowed me with however undeserving but not insignificant and I1 feel as if I1 must mention it also by way of thanks unto god is the great gift of modem technology where on earth would my analyses and formatting be without computers and the incredible software packages of today gracias ivIV development OF AN ENGLISH FOR GOSPEL PURPOSES vocabulary LIST THE LATTERDAYLATTER DAY SAINT LEXICON AS A SECOND LANGUAGE TABLE OF CONTENTS CHAPTER 0ONE introduction 1 introduction 1 delimitations 6 CHAPTER TWO REVIEW OF literatureLITERATU 8 SOCIAL LEARNING THEORY 9 supportive vocabulary STUDIES 11 discovering THE LDS LEXICON 17 NATIVE ENGLISH SPEAKERS AND THE LDS LEXICON 22 NONNONNATIVENATIVE ENGLISH SPEAKERS AND THE LDS LEXICON 24 SUMMARY AND conclusions 27 hypotheses 28 CHAPTER THREE RESEARCH DESIGN 30 SUBJECTS 30 appropriate CONTEXT 31 INCLUSIVE SAMPLES 32 PRIOR APPROVAL 33 instruments 34 THE vocabulary TEST 34 THE EGP acculturation SURVEY 40 THE demographic questionnaire 41 PROCEDURE 42 TEST FORMFORMSformspartsPARTSSPARTS & PACKET preparation 42 ROOM arrangement 43 TESTING 43 questionnairesurveyquestionnaire SURVEY administration 45 ANALYSES 45 descriptive statistics 46 TEST VALIDITY 46 ITEM difficulty 46 VARIABLE assessment 48 CHAPTER FOUR RESULTS AND discussion 51 descriptive statistics OF SUBJECTS AND TEST SCORES 51 descriptive statistics OF IRT ANALYSES 56 TESTtestvalidityVALIDITY 58 ITEM difficulty 60 VARIABLE assessment 72 CHAPTER FIVE conclusions 75 SUMMARY 75 implications FOR TESL 78 suggestions FOR FUTURE RESEARCH 80 references 84 appendices 89 A TWO taxonomies OF THE LDS LEXICON 89 B EXCERPTS TAKEN FROM DISTANCE LEARNING PROJECT 90 correspondence C STAHLES 249word249 WORD ENGLISH LDS vocabulary TEST 91 D MULTIPLE CHOICE ITEM preparation guidelines loo100 E BACK translation OF 134 ITEMS TEST FOR NATIVES loilol101 F FORM X PARTS I1 AND ilII11 108 G FORM Y PARTS I1 AND 11 114 H FORM Z PARTS I1 AND II11 120 I1 FINAL ITEMS GLOSSED definitions & UNIQUE NUMBER 126 J LINKED TEST ITEMS BY FORM & WITH UNIQUE NUMBER 127 K ENGLISH AND SPANISH questionnaire FORM X 128 L PROCTOR instructions 130 M SUBJECT instructions IN ENGLISH AND SPANISH 131 N descriptive statistics FOR TEST FACE VALIDITY 132 0O ENGLISH AND SPANISH IRT ITEM LOGITS 133 P englishspanishENGLISH SPANISH LEVELS OF difficulty 135 Q calculations FOR 95 confidence RANGE 138 R SCASCATTERI1 I1 R PLOT GRAPHS FOR ITEMS 11311 131 143 S ENGLISH ABILITY LEVELS 156 T SPANISH ABILITY LEVELS 160igo U multivariate ANALYSIS OF VARIANCE FOR IRT DATA 164 V ANOVA OF ENGLISH IRT DATA 167 W ANOVA OF SPANISH IRT DATA 168 ABSTRACT viVI LIST OF FIGURES FIGURE 1 GRAPHIC representation OF RESEARCH DESIGN 39 FIGURE 2 representation OF COMPLETE VS MISSING VALUES IN 47 A DATA SET OF 131 ITEMS FOUND ON THREE SEPARATE TESTS XY Z GWENGIVEN 15 LNKNGLINKING ITEMS FIGURE 3I1 representation OF ITEM RESPONSE THEORY IRTS 47 redistribution OF THE 131 UNIQUE ITEMS ACCORDING TO THEIR RELATIVE difficulty IN comparison TO LINKED ITEMS FIGURE 4 EXAMPLE OF SPANISH X ENGLISH ITEM LOGIT AND 49 RANGE PLOTTINGPLoTrING USING 2 X THE STANDARD ERROR SE FIGURE 5 SAMPLE OF PLOTTEDPLOTFEDPLOTFED ITEM RESPONSE THEORY IRT 62 DATA LIST OF TABLES TABLE 1 SUMMARY OF SAMPLE SIZE BY GENDER LOCATION AND 52 FORM TESTED TABLE 2 AVERAGE TEST SCORES percentages AND STANDARD 53 deviations SD BY FORM LOCATION AND GENDER TABLE 3 AVERAGE differences BETWEEN SPANISH AND ENGLISH 56 SCORES BY GENDER TABLE 4 ITEM RESPONSE THEORY descriptive statistics FOR 57 PERSONS AND ITEMS BY LANGUAGE TABLE 5 RELATIVE difficulty OF WORDS corresponding TO 64 THE QUADRANTS OF THE SCATTER PLOTS OF ITEM LOGIT VALUES AND RANGES AS FOUND IN APPENDIX R TABLE 6 proportional BREAKDOWN OF categories OF 66 difficulty BASED ON overlapping RANGES TABLE 7 WORDS WITH overlapping RANGES AVERAGE 68 difficulty BY LANGUAGE siisilviivu CHAPTER ONE introduction to participate in or understand concepts within specialized fields such as business technology medicine or scholarship knowledge of a high degree of specialized vocabulary is usually required in the field of teaching english as a second language tesuTESLTESQ this required specialization can be problematic the overwhelming amount of content vocabulary needed by students interested in specialized fields coupled with learningleammbeammg other essential aspects of english