recognizing the importance of l1 in vocabulary (kurs ishi)

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1534869348_72226.docx recognizing the importance of l1 in vocabulary content introduction chapter i. a factor of difficulty in vocabulary learning: deceptive transparency 1.1 categories of deceptively transparent words 1.2 ‘conforms' (similar lexical forms) chapter ii vocabulary learning through reading 2.1 a case study on vocabulary learning through reading picture books 2.2 individual differences in a variety of tasks concerning vocabulary learning and reading 2.3 measuring vocabulary conclusion used literature introduction an examination of a recent bibliography on vocabulary studies reveals that vocabulary is no longer a 'victim of discrimination' among language acquisition researchers. actuality of the work: among the growing number of research questions addressing vocabulary learning, some are of a predominantly psychological nature e.g. the arrangement of l1 words in the mental lexicon; some - of a quantitative nature e.g. the number of words the learner knows at a particular stage of learning; others have dealt with pedagogical issues, e.g. …

l be referred to as 'deceptive transparency'. though de-ceptively transparent words can be problematic both in comprehension and in production, this paper will focus on deceptive transparency as a factor of dif-ficulty in reading comprehension only. in section two of the paper, deceptively transparent words will be defined and classified; in section three, an experiment will de described which tested several hypotheses about deceptively transparent words. chapter i. a factor of difficulty in vocabulary learning: deceptive transparency ullman discusses three types of transparent words[footnoteref:1]. the most frequent [1: ulman] ones are morphologically transparent words (or morphologically motivated) those words whose meaning can be determined from the meanings of their parts, e.g. 'doorman', 'unavoidable'. the second type includes words whose sense can be understood from the sound form e.g 'bang', 'snore', 'crack'. these are the onomatopoeic words, the ones that are phonologically motivated. the third type of transparent words are the …

of the new word, e.g. 'appeltje' in dutch is transparent if you know 'apple' in english and the diminutive meaning of the suffix -tje in dutch. because of the different clues used in interpreting words in foreign lan-guages, i suggest that in the context of foreign language learning, words should be considered transparent if they can be interpreted on the basis of intra" and/or inter-lingual clues in the word itself. deceptive transparency while some new words in a foreign language may be genuinely trans-parent and may therefore be easy to understand and remember, others, on the other hand, only look transparent but are not. for example, 'infallible' looks as though it were composed of in+fall+ible and meant 'something that cannot fall'; 'shortcomings' looks like a compound of 'short' and 'comings', meaning 'short visits'. 4 these words are therefore 'deceptively transparent'. we could define a deceptively transparent word as a word …

as 'without direction'. the learner's assumption here was that the meaning of a word equalled the sum of meanings of its components. this assumption is correct in the case of genuinely transparent words, but not when the 'components' are not real morphemes. idioms. 'hit and miss', 'sit on the fence', 'a shot in the dark', 'miss the boat' were translated literally, word by word. the learner's assumption in the case of idioms was similar to that in the meaning of the whole was the sum of meanings of its parts. false friends. 'sympathetic' was interpreted as 'nice' (hebrew - 'simpati'); 'tramp' as lift (hebrew - 'tremp'); 'novel' as 'short story' (hebrew - 'novela'). the mistaken assumption of the learner in this case was that if the form of the word in l2 resembled that in li, the meaning did so too. words with multiple meanings if often happens that students …

l features, might look identical to it. or, the learner might have studied both synforms but since his knowledge of both is insecure, he is not sure which word form is associated with which meaning. whatever the reason, the result is misinterpreting one synform as its counterpart. checking deceptive transparency. in section two it was suggested that, in the framework of second language learning, a modified definition of transparency could be adopted, which would account for both inter- and intralingual clues in detecting the meaning of words. the notion of deceptive transparency was then introduced. deceptively transparent words were defined as words which seemed to provide clues to their meaning but in fact did not. dt words were found to belong to one of five categories: words with a morphologically deceptive structure, idioms, false friends, words with multiple meanings and synforms. the empirical verification of deceptive transparency as a factor …

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1534869348_72226.docx recognizing the importance of l1 in vocabulary content introduction chapter i. a factor of difficulty in vocabulary learning: deceptive transparency 1.1 categories of deceptively transparent words 1.2 ‘conforms' (similar lexical forms) chapter ii vocabulary learning through reading 2.1 a case study on vocabulary learning through reading picture books 2.2 individual differences in a variety of tasks concerning vocabulary learning and reading 2.3 measuring vocabulary conclusion used literature introduction an examination of a recent bibliography on vocabulary studies reveals that vocabulary is no longer a 'victim of discrimination' among language acquisition researchers. actuality of the work: among the growing number of research questions addressing vocabulary learning...

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