issues of vocabulary acquisition and learning (kurs ishi)

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1534869617_72231.docx issues of vocabulary acquisition and learning content introduction 1. comprehension and retention of foreign language words presented in texts 2. a case study on vocabulary learning through reading picture books 3.individual differences in a variety of tasks concerning vocabulary learning and reading 4. measuring vocabulary conclusion introduction one of the main difficulties facing pupils in foreign language learning, lies in the huge number of words they have to acquire. although this fact is widely acknowledged, the methods used in school practice are, on the whole, not very effective and even demotivating. in my research - partly based on my thesis tried to work out an alternative way of teaching vocabulary. in this paper i will discuss three experimental studies which - though diverse in character - all shed light on the psychological processes involved in vocabulary learning through reading. before discussing the relevant aspects of these experiments, i will …

n. if inefficient actions are used (as is often the case in vocabulary teaching) the learning results will be poor in spite of considerable learning effort. moreover, the motivation of the pupils will suffer. this implies that it is very important to map out actions which lead as efficiently as possible to the required learning results. moreover, the structure of these actions should be analysed in order to gain insight into what pupils do and what they are or are not able to do. it may be difficult, however, to identify the required actions and to analyze their structure. a frequently used method to solve these problems is the method of thinking aloud. in this qualitative method (which i used too) generally subjects from different ability ranges are requested to perform a variety of tasks in the target area while thinking aloud. the protocol records thus obtained can then be …

tain retention of the new vocabulary. with respect to the transformation of receptive into productive vocabulary a solid receptive base may be considered as a necessary (albeit not sufficient) condition for productive use of the language[footnoteref:3]. [3: winitz , schouten-van parreren 1989). ] so i focused my research on the semantisation of new vocabulary; i will now argue why i narrowed it down to presenting words in text. in the first place a distinction should be made between the about thousand most frequent words in a language which account for a large proportion of the tokens occurring in any text, and the less frequent words. teaching the most frequent words is relatively easy and may, indeed, be dealt with in a number of different ways, e.g. by means of small reading and listening texts, pictures, real objects, miming and elements of the total physical response method (in this method pupils …

e meaning of a word is in most cases partly defined by me context. 4) isolated words or words in isolated sentences do not present a psychological reality, because they do not carry a message. for this reason they cannot evoke emotions or involvement in the learner, a factor which plays an often underestimated, but yet important part in long-term acquisition. task of the work: presenting new words in meaningful texts is therefore clearly preferable: many points of support are offered, the chance of interference is reduced and - unlike isolated words or sentences - texts do present a linguistic as well as a psychological reality. the theoretical background of the assumption that new words should be presented in texts and not isolated, may be explained through the theory of trace systems in memory by van parreren. to put it briefly, everything we experience or perceive, is stored in memory …

iment (with adults) was meant to gain insight into the characteristics of the memory processes involved and into some of the relevant textual and psychological conditions mat should be met when presenting words in texts. in the second experiment - a long-term case study with relatively young children – the textual and psychological conditions for learning were explored over a longer time span and with quite different texts, in the third experiment - with pupils of the lowest ability range -these conditions were analysed in greater depth. 1. comprehension and retention of foreign language words presented in texts the first experiment was meant to gain insight into the nature of the psychological processes involved in vocabulary learning through reading. it was organized as follows. ten dutch-speaking adults of whom it was known or could be assumed that they were able in introspecting (which is crucial in this type of explorative …

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О "issues of vocabulary acquisition and learning (kurs ishi)"

1534869617_72231.docx issues of vocabulary acquisition and learning content introduction 1. comprehension and retention of foreign language words presented in texts 2. a case study on vocabulary learning through reading picture books 3.individual differences in a variety of tasks concerning vocabulary learning and reading 4. measuring vocabulary conclusion introduction one of the main difficulties facing pupils in foreign language learning, lies in the huge number of words they have to acquire. although this fact is widely acknowledged, the methods used in school practice are, on the whole, not very effective and even demotivating. in my research - partly based on my thesis tried to work out an alternative way of teaching vocabulary. in this paper i will discuss three experimental studies …

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