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1.
Nina Daskalovska 《The Journal of educational research》2016,109(1):68-80
A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and deeper knowledge of the words; and (c) the relationship between word frequency and learning gains. The results show that there was significant improvement in all three aspects of word knowledge. The measuring instrument detected greater partial than deeper knowledge gains in word meanings and collocations. The greatest learning gains in all three aspects of word knowledge were demonstrated for the words that occurred between 11 and 20 times in the text. The findings suggest that incorporation of extensive reading into language learning programs can contribute to significant improvement of learners' vocabulary knowledge. 相似文献
2.
This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words. Results indicate that significant vocabulary learning occurred on each measure and that certain words were easier to learn for certain types of readers. Controlling for other predictors in the model, reader characteristics like morphological awareness, reading comprehension, and language background were significant predictors of vocabulary learning, but not word reading fluency. Also, word characteristics like morphological family size and opaqueness were significant predictors of word difficulty but not number of morphemes or frequency of the word or root-word or affix. Controlling for other predictors in the model, morphological learning activities supported vocabulary learning for all 3 aspects of word knowledge. Implications for theory and instruction are discussed. 相似文献
3.
This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning. 相似文献
4.
Caressa Janssen Eliane Segers James M. McQueen Ludo Verhoeven 《Early education and development》2019,30(3):375-399
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary. 相似文献
5.
We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning. 相似文献
6.
Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context. 相似文献
7.
The effect of phonology and semantics on word learning in 5- and 6-year-old children was explored. In Experiment 1, children learned to read words varying in spelling-sound consistency and imageability. Consistency affected performance on early trials, whereas imageability affected performance on later trials. Individual differences among children in phonemic awareness on the trained words were related to learning, and knowledge of a word's meaning predicted how well it was learned. In Experiment 2, phonological and semantic knowledge of nonwords was manipulated prior to word learning. Familiarization with a word's pronunciation facilitated word learning, but there was no additional benefit from being taught to associate a meaning with a nonword. 相似文献
8.
姚娣 《广东教育学院学报》2014,(4):51-55
汉语众多流行热词并不都是新造词语,而是固有词语经过词义演变而来。汉语固有词语在网络语用环境中发生变异,产生同原来固有词义相区别的理性义和色彩义。热词"土豪"经历网络用语的浪潮洗涤,在理性义和色彩义两方面发生改变,如今得到超强流行,是社会现实、人们心理与语言运行机制三大因素共同作用的结果。"土豪"等流行热词词语生命力如何,这需要未来语用的验证。 相似文献
9.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
10.
Sound symbolism is the notion that the relation between word sounds and word meaning is not arbitrary for all words, but rather there is a subset of words in the world’s languages for which sounds and their symbols have some degree of correspondence. This research investigates sound symbolism as a possible means of gaining semantic knowledge of unknown words within written context. Two studies assessed adults’ expressive knowledge of word meanings for sound symbolic and non-sound symbolic obsolete words. These words were presented in varying types of contextual surroundings: no context, varied context, unhelpful context, and helpful context. In each study, participants were able to generate more correct definitions for sound symbolic words compared to non-sound symbolic words. It is concluded that sound symbolism is a word property which influences the learning of unknown words. 相似文献
11.
Dorothy J. Steffler 《Journal of Research in Reading》2004,27(3):248-264
The goal of this study was to investigate Grade 5 children's knowledge of a common word pattern in English, to double the final consonant of a one‐syllable word when adding –ed. Significant correlations were found between –ed spelling and general spelling ability, as well as correct pronunciation of –ed words in isolated word reading and spelling. The correlation between –ed spelling and –ed word reading (r=0.31) is lower than one would expect to find in general spelling and reading ability. Individual interviews were conducted to assess children's explicit awareness of the doubling rule, followed by a measure of consistency in spelling a selected number of –ed words. Performance on an artificial grammar task indicated a correlation between implicit learning of nonsense letter strings and spelling ability. Overall results point to the unstable nature of children's knowledge of the doubling rule. Implications for instruction are discussed. 相似文献
12.
《The Journal of educational research》2012,105(6):299-303
AbstractAn instructional program was developed to teach elementary pupils how to parapluase dictionary defmitions into meaningful sentences. Theoretically, the learner processes the meaning of the new words, thereby improving comprehension. Children who were given the instructional program scored higher on a test of word meaning and received better rating of the sentences they composed, following a series of t1uee study-test trials, than control subjects. A second experimental group that practiced composing parapluased sentences, but who received no special training in how to do so, did not score significantly higher than control subjects, nor significantly lower than members of the instruction group. 相似文献
13.
This study is an experimental test of the hypothesis that “emotionally charged” words will result in greater learning as measured by tests of “recall” and “printed‐word recognition” than words that are judged to be emotionally “neutral”.
Ten third‐grade subjects were pre‐tested on “printed‐word recognition” of ten words judged by two clinical psychologists to be “emotionally charged” and similarly pre‐tested on ten words judged to be emotionally “neutral.” After equal exposure to both “neutral” and “emotionally charged” words on four successive teaching days, subjects were post‐tested for “recall” and “printed‐word recognition” five days after the last teaching session.
The results strongly indicate for both the “recall” and “printed‐word recognition” that there is a significantly greater retention of the “emotionally charged” words over the “neutral” words. Despite the fact that a significantly greater number of “neutral” words was recognized in print at the outset of the study, the final performance level for “printed‐word recognition” for both the “emotionally charged” and “neutral” words is identical.
The major implications of the results obtained in this study is that the content of reading materials and the methods for teaching them must be revised so that reading deals with events, ideas, and feelings which are emotionally significant to the child, A personally relevant reading program will not only facilitate the task of learning to read, but will capture and explore the feelings and emotions of each child, as well. 相似文献
14.
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties 总被引：1，自引：0，他引：1
Susan M. Loftus Michael D. Coyne D. Betsy McCoach Richard Zipoli Paige C. Pullen 《Learning disabilities research & practice》2010,25(3):124-136
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed. 相似文献
15.
Charles Perfetti 《Scientific Studies of Reading》2013,17(4):357-383
The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable meaning retrieval. Low-quality representations lead to specific word-related problems in comprehension. Six lines of research on adult readers demonstrate some of the implications of the LQH. First, large-scale correlational results show the general interdependence of comprehension and lexical skill while identifying disassociations that allow focus on comprehension-specific skill. Second, word-level semantic processing studies show comprehension skill differences in the time course of form-meaning confusions. Studies of rare vocabulary learning using event-related potentials (ERPs) show that, third, skilled comprehenders learn new words more effectively and show stronger ERP indicators for memory of the word learning event and, fourth, suggest skill differences in the stability of orthographic representations. Fifth, ERP markers show comprehension skill differences in meaning processing of ordinary words. Finally, in text reading, ERP results demonstrate momentary difficulties for low-skill comprehenders in integrating a word with the prior text. The studies provide evidence that word-level knowledge has consequences for word meaning processes in comprehension. 相似文献
16.
Previous research has found that embedding a problem into a familiar context does not necessarily confer an advantage over a novel context in the acquisition of new knowledge about a complex, dynamic system. In fact, it has been shown that a semantically familiar context can be detrimental to knowledge acquisition. This has been described as the “semantic effect” (Beckmann, Learning and complex problem solving, Bonn, Holos, 1994). The aim of this study was to test two competing explanations that might account for the semantic effect: goal adoption versus assumptions. Participants were asked to learn about the causal structure of a linear system presented on a computer containing three outputs by changing three inputs through goal free exploration. Across four conditions the level of familiarity was experimentally varied through the use of different variable labels. There was no evidence that goal adoption can account for poor knowledge acquisition under familiar conditions. Rather, it appears that a semantically familiar problem context invites a high number of a priori assumptions regarding the interdependency of system variables. These assumptions tend not to be systematically tested during the knowledge acquisition phase. The lack of systematicity in testing a priori assumptions is the main barrier to the acquisition of new knowledge. The semantic effect is in fact an effect of untested presumptions. Implications for research in problem solving, knowledge acquisition and the design of computer-based learning environments are discussed. 相似文献
17.
The purpose of this study was to examine whether English language learners (ELLs) would increase their vocabulary scores in the areas of word recognition, word meaning, and word application when iPads were used during vocabulary instruction. Five third-grade ELLs, at risk of being diagnosed as having learning disabilities, participated in the study. All students demonstrated low test scores in learning vocabulary words during the baseline. During the intervention, 36 vocabulary words selected from the third-grade’s Dolch word list were taught and practiced using the iPad application Learning Touch, First Sight Words Pro. All students were assessed and their vocabulary scores increased in the areas of word recognition, word meaning, and word application. Using the iPad and iPad app appears to provide a potential avenue for ELLs in learning English vocabulary words. 相似文献
18.
张萍 《外语教学理论与实践》2011,1(3):54-62
本研究探讨具体性效应对一语(汉语和英语)和二语(英语)心理词库联想反应的影响.依据Langacker (2004)的认知语法理论,本文从空间概念和感官体验两个角度首次对不同词性的具体性进行定义,并用量表验证所选词的具体性程度.研究表明,具体性效应没有改变一语心理词库语义联结的特质,但对二语心理词库有一定影响,其具体词的... 相似文献
19.
The purpose of the project was to investigate students' incidental word learning in science classes that depended on discussion and hands-on activities. In separate studies, 4th- and 8th-grade students were given pretests and posttests that assessed depth of knowledge of topical words used in a single unit. In both studies, students made significant improvement in their knowledge of topical words; knowledge of nontopical words did not improve. Students who started the unit with partial knowledge of topical words were likely to learn meanings appropriate for the unit. Depth of topical word knowledge also contributed significantly to improvement on a test of applied problems. While significant incidental word learning occurred over the science units, students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit. The educational implications are potentially serious and need to be explored in further studies. Copyright 2000 Academic Press. 相似文献
20.
采用掩蔽启动范式,通过记录14名被试在字义判断任务中行为反应和事件相关电位（ERPs）,探究汉字的字音和字义激活的时间进程。结果发现：（1）高频字在反应时比低频字要快;（2）高频字音相关字和字义相关字所诱发的P200波幅比无关控制字大;（3）无论高频字还是低频字,字音相关字和字义相关字所诱发的N400波幅都比无关控制字小。结果表明：在汉字识别中,字频会影响汉字的字音和字义的激活,即高频字音信息不迟于字义信息的激活,低频字音信息和字义信息是同时被激活;相比而言,高频字音信息要早于低频字激活。 相似文献