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1.
Michael Pressley Jennifer Samuel Marsha M. Hershey SueEllen L. Bishop Dale Dickinson 《Contemporary educational psychology》1981,6(2):110-116
Children 3 to 6 years of age learned simple Spanish vocabulary items using an adaptation of the keyword method of foreign language vocabulary learning. Using this version of the keyword method, the learner remembered a picture of the translation referent of the vocabulary item interacting with the referent of a concrete English word which sounded like part of the foreign word (the keyword). Children who used the keyword method remembered more vocabulary translations than children who were not instructed in keyword method usage. 相似文献
2.
Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed. 相似文献
3.
曲春红 《外语教学理论与实践》2020,172(4):17
类母语水平是二语习得水平的上限。本文以英语本族语者词汇联想结果为参照计算联想比,考查具体性对于二语学习者词汇发展类母语水平是否有显著影响。研究问题包括：1）具体性对于二语词汇反应词的联想比有何影响？2）具体性对于二语独有概念反应词的产出有何影响？结果显示,具体词和抽象词在两个方面都表现出了显著的差异性,表明具体词发展的类母语水平更高,更加接近母语者。研究结果验证了双重编码理论和语境有效性理论。 相似文献
4.
The development of unbiased tests is crucial in the arena of language testing in order to ensure validity. To date, studies of bias in language testing have mainly focused on factors such as gender, native language, or academic background, inter alia. However, bias may also result from psychological factors. Therefore, the present study investigates the role of English as a Foreign Language (EFL) test takers’ emotioncy, defined as the emotions evoked by senses that one holds for an entity, in their test performance. Specifically, this study aimed to examine emotioncy for the form as well as the meaning of 20 words to find out whether it can lead to differential functioning of the items on a vocabulary test. To this end, two emotioncy scales and a vocabulary test were designed. Then, based on the data collected from 235EFL students, the participants were bisected into the Low-Group and the High-Group, once based on their emotioncy scores for each word form and then based on their emotioncy scores for each word meaning. Subsequently, Rasch model-based Differential Item Functioning (DIF) analysis was performed across the two groups. The results showed that the vocabulary test items functioned differentially across the two groups in both form and meaning classifications, favoring the High-Group. Therefore, the study provides evidence for emotioncy as a psychological source of test bias and discusses implications for language testing stakeholders. 相似文献
5.
Connectives (e.g., although, meanwhile) carry abstract meanings and often signal key relationships between text ideas. This study explored whether understanding of connectives represents a unique domain of vocabulary knowledge that provides special leverage for reading comprehension, and whether the contribution of knowledge of connectives to reading comprehension differs for students from distinct language backgrounds. Understanding of connectives, word reading efficiency and breadth of vocabulary knowledge of 75 English language learners (ELLs) and 75 English‐only (EO) fifth graders were assessed. Hierarchical multiple regression techniques revealed that understanding of connectives explained a sizeable and significant portion of unique variance in comprehension beyond that explained by breadth of vocabulary knowledge when controlling for word reading efficiency. The magnitude of this relationship was larger for EO students than for ELLs. Findings indicate that connectives play an important role in comprehension, but that the strength of their influence varies by readers’ linguistic background. 相似文献
6.
为提高综合英语教学效率,在词汇扩充、句子和语篇理解以及文化教学等方面促进学生隐喻能力的掌握,在词汇上,利用词汇多层意义之间的隐喻联系,帮助学生理解和运用词汇;在语句分析上,借助具体有形的事物来谈论抽象的事物,进行语句分析与理解;在语篇上,隐喻起着语篇衔接和连贯作用,有助于篇章理解;在文化教学上,通过中英不同的隐喻袁达式,学习西方的思维方式。 相似文献
7.
Jan‐Eric Gustafsson Lena M. Holmberg 《Scandinavian Journal of Educational Research》2013,57(3):191-210
In a study of Gustafsson, Wedman and Westerlund (in press), the vocabulary test (WORD) in the Swedish Scholastic Aptitude Test was found to load both on a general factor (G) and a factor reflecting verbal knowledge (Gc'). Word characteristics were gathered in order to investigate if they can account for the variation in items’ loadings on the G and Gc’ factors. The results indicate that items loading highly on the G‐factor tend to involve words which are of Latin origin, relatively frequent, morphologically varied and abstract. Items loading highly on the Gc'‐factor tend to involve words which are of Swedish origin, relatively frequent and particularly so in fiction, and concrete but not nouns. Knowledge about these relations may be used to construct vocabulary tests which to a smaller or larger extent reflect either G or Gc’. The results, although tentative, may also be useful to shed light on the nature of the dimensions of ability. 相似文献
8.
迁移理论认为在母语和外语有差别的地方,学习者的母语知识会干扰外语学习;而在母语和外语有相似之处的地方,母语则会对外语学习起积极的帮助作用。母语迁移是外语学习中无法避免的现象。在全面对比、分析汉语负迁移对英语词汇学习的影响后,提出了在教学中防止汉语负迁移的对策。 相似文献
9.
Andrea Raiker 《Cambridge Journal of Education》2002,32(1):45-60
Teachers and learners use spoken language in the three part mathematics lesson advocated by the National Numeracy Strategy (NNS). This document recognises the importance of language by emphasising 'the correct use of mathematical vocabulary' in the raising of standards. Research into the use of vocabulary in science suggests that the use of scientific words does not necessarily demonstrate conceptual understanding. Pupils and teachers appear to ascribe different meanings to scientific words because of their relative positions on the novice/expert continuum. To explore whether mathematical words could cause similar problems, data collected from six groups of teachers and learners was subjected to discourse analysis to provide evidence of how spoken language was used and how meaning and understanding were achieved. The implications of the findings on the use of language by both teachers and learners in the NNS mathematics lesson, including vital areas for reflection by teachers, are fully considered. 相似文献
10.
Imagery and sentence versions of the keyword method of vocabulary learning were contrasted with three nonkeyword verbal-contextual alternatives. Subjects' definition learning in the imagery keyword condition was substantially higher than when subjects were presented the vocabulary in sentence contexts, when they generated sentence contexts for the words, when they made decisions about whether the words were used correctly in sentences, or when they were left to their own devices to learn the words. The learning benefits associated with the sentence keyword version were not as dramatic as in the imagery keyword condition. They were more evident when recall of any part of the definition was considered correct than when recall of the entire definition was necessary. These results indicate that the keyword method is a potent alternative to vocabulary-learning techniques that are regarded as effective by curriculum experts in reading. 相似文献
11.
江傲霜 《涪陵师范学院学报》2006,22(4):59-61,109
佛教产生于古印度,于西汉末年传入我国,东汉桓帝末年开始汉译佛经。近两千年的译经历史中,佛经的汉译对中土语言产生了巨大的影响。佛经语言与中土语言不同,与佛教原典语言也不同。它不但了补充了中土文献的语料,而且很多新词新义都能在佛经文献中找到更早的例证。80年代以后,语言学界将研究重点转向佛经文献。综述近20年来佛经词语研究的现状,以期引起研究者对佛经词语研究的更多关注。 相似文献
12.
英文影视没有依据英语难度进行分级,语言没有经过简化,语速也通常较快,在开展英文影视教学时,是否需要配备字幕、配备何种字幕的问题需要解决。采用准实验设计,研究了字幕呈现方式对学生听力理解和词汇习得的影响。结果表明:(1)英文字幕,无论是全词字幕或是关键词字幕,其提高学生听力理解的效果均显著优于无字幕;(2)在促进学生的词汇习得方面,关键词字幕的效果最佳,其次是全词字幕,而无字幕的效果最差。 相似文献
13.
William F. Cox 《Contemporary educational psychology》1978,3(1):95-101
Two groups of undergraduates were required to verbally reorder previously memorized pairs of nouns to detect the underlying structural relationship or chain among certain memorized pairs. While the types of word chains were always structurally identical for the two groups, the groups differed as to whether the list of word pairs were concrete or abstract nouns. Subjects who received concrete words both memorized the pairs and solved the problems in less time than did subjects who received abstract word pairs. Superior performance was supposedly due to the differential effect of imaginai versus verbal encoding. Implications were discussed regarding both educational and psychological issues. 相似文献
14.
Zhao Dianxue 《三明学院学报》1999,(3)
Here we refer the native language to Chinese and the second language to English especially college English. According to linguistic study, there are certain native language interferences in secondlanguage acquisition when one is learning the second language,i. e. when a Chinese is learningEnglish, due to the influence of mother tongue which is habitually applied in learning the second language, his pronounciation, his grammar and his vocabulary are quite likely influencedor interfered by his native language or his dialect. Unfortunately, we did find certain first language interferences in our English teaching and learning processes on various items or subjects. 相似文献
15.
This study was designed to investigate learning and retention of isolated sign vocabulary as a function of sign classification (iconic, opaque, or abstract). The subjects were 28 hearing college students naive to sign vocabulary. They were drilled with 30 signs from American Sign Language that had been classified as iconic, opaque, or abstract. Training was conducted using two different media: computer-assisted instruction and videotaped presentation. Performance scores for the three types of signs were significantly different. Scores were consistently higher for iconic signs, regardless of the training mode. The videotaped presentation mode produced the greatest consistency in scores. The results of this study support the notion that it is easier for beginning students of sign language to learn and retain iconic signs. 相似文献
16.
汉日颜色词的文化视角研究 总被引：3，自引：0，他引：3
董冰 《信阳师范学院学报(哲学社会科学版)》2005,25(4):81-84
语言是文化的载体,也是文化的重要组成部分。词汇是语言的基石,忠实地记录着文化的发展和变化。颜色词是词汇系统里很有特色的部分,历史文化的积淀和变迁在颜色词上体现得十分生动。汉语和日语颜色词文化含义的异同反映了中日文化的交流和互动。 相似文献
17.
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade 总被引：2，自引：0，他引：2
Despite acknowledging the complex nature of vocabulary knowledge, researchers have rarely investigated the dimensionality
of this construct empirically. This study was designed to test a multi-dimensional model of English vocabulary knowledge for
sixth-grade students from linguistically diverse backgrounds (n = 584). Participants included language minority students learning English as a second language (L2) and students who learned
English as a first language (L1). Students were assessed on 13 reading-based measures tapping various aspects of vocabulary
knowledge. Using multiple-group confirmatory factor analysis, we found that vocabulary was comprised of three highly related,
but distinct dimensions—breadth, contextual sensitivity, and morphological awareness. This three-dimensional model was found
to hold for L2 learners as well as L1 speakers. Although the L2 learners were statistically significantly lower than the L1
students on all three dimensions, the magnitude of the difference for morphological awareness (d = .37) was somewhat smaller than that for vocabulary breadth (d = .52) and contextual sensitivity (d = .49). Results were similar for a subsample of Spanish-speaking L2 learners and for the full sample of L2 learners from
various home language groups. Findings support a distinction between word-specific and word-general knowledge in understanding
individual and group differences in vocabulary. 相似文献
18.
Richard Sparks Leonore Ganschow Jane Pohlman Sue Skinner Marjorie Artzer 《Annals of dyslexia》1992,42(1):25-53
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
19.
Wong Kwok Shing Richard 《Early Years: An International Journal of Research and Development》2006,26(3):279-293
Informed by knowledge of linguistics, research findings in the areas of monolingual and bilingual acquisition, dyslexia and speech therapy clinical practice, five factors are proposed to argue that the acquisition of English by young non‐native learners can be enhanced by learning activities which take into account factors of developmental sequence in language acquisition, language‐specific properties, the relationship between oral and written language, the what‐to‐learn‐first issue and the quality of the language input. Proper language goals can be set and appropriate activities designed, only if the language input provider interacts with a learner in a concrete activity while being sensitive to the developmental trajectory of monolingual speaking children, the development of the less dominant language in a bilingual child, the prosodic and phonological differences between the learner's mother tongue and the target language, the importance of phonological awareness which defines dyslexia, the use of non‐abstract language structures grounded in concrete lexical items in the early stage of language acquisition and the strategy of expanding learners' utterance by one element as used in speech therapy. 相似文献
20.
To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献