Second language vocabulary acquisition:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bern [u.a.]
Lang
2009
|
| Schriftenreihe: | Linguistic insights
79 |
| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | 333 S. graph. Darst. 225 mm x 150 mm |
| ISBN: | 9783039116669 |
Internformat
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| 100 | 1 | |a Ma, Qing |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Second language vocabulary acquisition |c Qing Ma |
| 264 | 1 | |a Bern [u.a.] |b Lang |c 2009 | |
| 300 | |a 333 S. |b graph. Darst. |c 225 mm x 150 mm | ||
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| 650 | 7 | |a Étudiants - Chine |2 ram | |
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a English language |x Study and teaching |x Chinese speakers | |
| 650 | 4 | |a Second language acquisition | |
| 650 | 4 | |a Vocabulary |v Programmed instruction | |
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Datensatz im Suchindex
| _version_ | 1804138503782531072 |
|---|---|
| adam_text | This book offers readers a basic grounding in
L2 vocabulary acquisition. In addition, it provides
theoretical analyses and empirical data regarding
Chinese learners of English: their specific learning
difficulties, needs, strategies, etc.
The book provides an overview of the research in
L2 vocabulary acquisition in the last two decades.
Linguistic, psycholinguistic,
socio-cultural, neuro-
linguistic, and corpus linguistics analyses are con¬
sidered.
The book constructs a comprehensive frame¬
work for Computer Assisted Vocabulary Learning
(CAVL). This is achieved by providing an overview
of vocabulary learning in CALL and then proposing
a big framework within which most vocabulary
learning programs can be conceptualized.
The author then gives a detailed account of how
Chinese learners approach English vocabulary
learning. She provides an up-to-date picture of the
overall situation regarding the language policies
adopted, the traditional, orthodox approach to
language learning, and the recent reforms imple¬
mented in Chinese universities. General and spe¬
cific vocabulary learning difficulties encountered
by Chinese learners are documented and analysed
and empirical studies are reported.
Contents
List of abbreviations
...............................................................................13
List of figures
..........................................................................................15
List of tables
............................................................................................16
Acknowledgements
................................................................................17
Introduction
.............................................................................................19
Parti: Issues Related to Second Language Vocabulary Acquisition
Chapter
1.
Vocabulary Knowledge and Use
..........................................27
1.1.
What is vocabulary knowledge?
.....................................................27
1.1.1.
Vocabulary knowledge
.....................................................27
1.1.2.
Vocabulary use
..................................................................30
1.1.3.
Declarative vs. procedural knowledge
..............................31
1.2.
Breadth and depth of vocabulary knowledge
.................................33
1.2.1.
A clear picture vs. a blurred picture
..................................33
1.2.2.
Breadth of vocabulary knowledge
....................................35
1.2.3.
Depth of vocabulary knowledge
.......................................36
1.2.4.
Breadth vs. depth
...............................................................37
1.3.
Receptive and productive vocabulary
.............................................39
1.3.1.
Introduction
.......................................................................39
1.3.2.
Receptive and productive vocabulary:
A continuum or a dichotomy?
...........................................41
1.3.3.
Relationship between receptive
and productive vocabulary in empirical studies
................42
1.4.
Testing vocabulary knowledge and use
..........................................44
1.4.1.
Introduction
.......................................................................44
1.4.2.
Breadth and depth tests
.....................................................45
1.4.2.1.
Breadth tests
...........................................................45
1.4.2.2.
Depth tests
..............................................................45
1.4.2.3.
Breadth test vs. depth test
.......................................46
1.4.3.
Receptive and productive tests
..........................................47
1.4.4.
Tests combining the breadth/depth dimension
and the reception/production dichotomy
...........................47
1.4.4.1.
Vocabulary Knowledge Scale (VKS)
.....................48
1.4.4.2.
CATSS (Computer Adaptive Test
of Size and Strength)
...............................................49
1.5.
Conclusion
.......................................................................................50
Chapter
2.
The L2 Lexicon: Development and Organisation
...............53
2.1.
The development of the L2 mental lexicon
....................................53
2.1.1.
A separate or unified system?
...........................................53
2.1.2.
The development of a lexical entry
...................................54
2.2.
Organisation of the L2 mental lexicon
............................................63
2.2.1.
Relations between lexical entries
......................................63
2.2.1.1.
Possible relations between lexical entries
..............64
2.2.1.2.
Elaborating semantic relations
between English words
............................................65
2.2.2.
Review of empirical studies investigating
the differences in organisation between the LI
and the L2 mental lexicon: word associations
..................67
2.3.
Conclusion
.......................................................................................73
Chapters. The Role of Listening in SLVA
...........................................75
3.1.
The historical background
...............................................................75
3.2.
Listening: A dynamic language activity
.........................................76
3.3.
Listening as the basic skill in SLA
..................................................78
3.3.1.
Activation of both brain hemispheres
...............................79
3.3.2.
LI acquisition as a model for L2 acquisition
....................80
3.3.3.
The transfer effects of listening to reading and speaking..
80
3.4.
The importance of listening in vocabulary acquisition
..................82
3.5.
Conclusion
.......................................................................................83
Chapter
4.
Vocabulary Learning Difficulty
...........................................85
4.1.
Cultural difference
...........................................................................85
4.1.1.
Language learning: A culture bound phenomenon
...........85
4.1.2.
Lexical concept gaps
.........................................................87
4.1.3.
Culturally loaded words
....................................................89
4.2.
Linguistic distance
...........................................................................91
4.2.1.
What is linguistic distance?
...............................................91
4.2.2.
Measuring linguistic distance
............................................91
4.2.2.1.
Approximating the distance
via language family trees
.......................................91
4.2.2.2.
Minimum learning time needs
to reach a basic level
..............................................92
4.2.2.3.
Measuring the distance by
language proficiency level achieved
......................92
4.2.3.
How does linguistic distance affect SLVA?
.....................93
4.3.
Lexical form confusion
...................................................................97
4.4.
Conclusion
.......................................................................................98
Partii:
Approaches toL2 Vocabulary Acquisition
Chapter
5.
Implicit and Explicit Approaches
.......................................103
5.1.
What do these terms mean?
...........................................................103
5.1.1.
Implicit and explicit learning
..........................................103
5.1.2.
Incidental and intentional learning
..................................104
5.1.3.
Implicit and explicit memory
..........................................106
5.1.4.
Implicit/explicit learning
vs. incidental/intentional learning
...................................107
5.1.5.
Implicit/explicit learning vs. implicit/explicit memory...
107
5.1.6.
The meaning of implicit/explicit approaches
adopted in this book
........................................................108
5.2.
The implicit learning/teaching paradigm
......................................108
5.2.1.
Word inferencing studies
................................................110
5.2.2.
Lexical glosses and dictionary use studies
......................
Ill
5.2.3.
The main drawbacks of incidental learning
....................113
5.3.
The explicit learning/teaching paradigm
......................................114
5.3.1.
Reading plus exercises
....................................................115
5.3.2.
Explicit instraction/learning
............................................116
5.4.
Conclusion.....................................................................................
118
Chapter
6.
Approaches to Multi-Word Items
......................................119
6.1.
Background information
...............................................................119
6.1.1.
Language: lexis or grammar based?
................................119
6.1.2.
Corpora
............................................................................120
6.1.2.1.
Native English corpora
.........................................121
6.1.2.2.
Learner English corpora
.......................................123
6.1.3.
Identifying and defining formulaic sequences
................123
6.2.
Approaches to L2 formulaic sequence acquisition
.......................127
6.2.1.
Learning difficulties of L2 formulaic
sequence acquisition
.......................................................127
6.2.2.
Proposals for the acquisition of formulaic sequences
.....129
6.2.2.1.
Classroom teaching/learning activities
.................129
6.2.2.2.
Syllabus design
.....................................................130
6.2.2.3.
The lexical approach
.............................................131
6.2.2.4.
Data-driven learning
.............................................133
6.2.2.5.
Conclusion
............................................................134
6.2.3.
Empirical studies on the acquisition
of formulaic sequences
....................................................135
6.2.3.1.
Classroom settings
................................................135
6.2.3.2.
Socio-cultural interaction
.....................................137
6.3.
Approaches to the acquisition of idioms
.......................................138
6.3.1.
The acquisition of idioms by raising learner
awareness of idioms using a cognitive approach
............138
6.3.2.
The mnemonic effect of alliteration
on the acquisition of idioms
............................................141
6.5.
Conclusion
.....................................................................................142
Chapter
7.
A Learner-Focused Approach
............................................143
7.1.
Learner differences
........................................................................143
7.2.
Motivation
......................................................................................144
7.2.1.
What is motivation?
........................................................144
7.2.2.
Motivation for learning the L2
........................................145
7.3.
Style
...............................................................................................149
7.3.1.
What is learning style?
....................................................149
7.3.2.
Learning style assessment tools
......................................150
7.3.2.1.
The Myers-Briggs Type Indicator
........................150
7.3.2.2.
The Perceptual Learning Style Preference Survey.
151
7.3.2.3.
The Style Analysis Survey
...................................152
7.4.
Strategies
........................................................................................154
7.4.1.
Language learning strategies
..........................................154
7.4.2.
Vocabulary learning strategies
........................................156
7.4.3.
Vocabulary learning strategy instruction
........................158
7.4.4.
Classifying vocabulary learning strategies
......................159
7.4.4.1.
Vocabulary Learning Questionnaire
.....................159
7.4.4.2.
Taxonomy of vocabulary learning strategies
........161
7.4.4.3.
A learning process oriented approach
..................163
7.5.
Towards an integrated framework for SLVA
................................165
7.6.
Conclusion
.....................................................................................168
Partili:
Computer Assisted Vocabulary Learning (CAVL)
Chapter
8.
CAVL: Past, Present, and Future
.......................................173
8.1.
An overview
..................................................................................173
8.2.
Factors shaping CAVL development
............................................174
8.3.
Four stages of CAVL development
..............................................176
8.3.1.
Simple tutor
.....................................................................177
8.3.2.
Intelligent tutor
................................................................177
8.3.3.
Tool
.................................................................................178
8.3.4.
Tutor and tool
..................................................................180
8.4.
Constructing a framework for categorising CAVL applications
. 182
8.4.1.
The overview of the framework
......................................182
8.4.2.
Lexical resources/aids
.....................................................183
8.4.3.
Lexical programs/tasks
...................................................185
8.4.4.
The applicability of the framework
.................................187
8.5.
Conclusion
.....................................................................................188
Chapter
9.
Two Evaluation Studies of CAVL Programs
....................189
9.1.
CALL/CAVL evaluation
...............................................................189
9.2.
Constructing the CAVL evaluation criteria
...................................190
9.3.
The evaluation of research-based CAVL programs
......................194
9.3.1.
Electronic
reading/listening comprehension
with lexical glosses
.........................................................194
9.3.1.1.
Reading comprehension
.......................................194
9.3.1.2.
Listening comprehension
......................................195
9.3.1.3.
CMC lexical-based tasks
......................................197
9.3.1.4.
Computerised vocabulary exercises
.....................200
9.3.2.
Dedicated CAVL programs
.............................................202
9.3.2.1.
Léxica
...................................................................203
9.3.2.2.
CAVOCA
.............................................................205
9.4.
The evaluation of commercial CAVL/CALL programs
...............208
9.4.1.
Three major types of commercial programs
...................208
9.4.2.
Electronic dictionaries/flash cards
..................................209
9.4.2.1.
SuperMemo
..........................................................210
9.4.2.2.
Rosetta
Stone
........................................................212
9.4.2.3.
Intelligent Miracle English
...................................214
9.4.2.4.
Memorising Vocabulary Effortlessly
...................218
9.4.3.
Computerised vocabulary exercises
................................221
9.4.3.1.
Tell Me More
........................................................221
9.4.3.2.
Englisht-
................................................................223
9.4.4.
Dedicated-like vocabulary programs
..............................225
9.4.4.1.
Language Interactive Culture
...............................225
9.4.5.
Summary of the evaluation results
..................................228
9.4.5.1.
Research-based programs
.....................................228
9.4.5.2.
Commercial programs
..........................................230
9.5.
Conclusion
.....................................................................................232
Part IV: L2 (English) Vocabulary Acquisition in China
Chapter
10.
English Teaching and Learning in China
.........................239
10.1.
Historically identified distinct periods of
ELT in
China
............239
10.2.
Features of
ELT in
China
............................................................242
10.2.1.
High motivation
............................................................242
10.2.2.
Chinese culture of learning
...........................................243
10.2.2.1.
What is culture of learning?
...............................243
10.2.2.2.
Chinese culture of learning:
perception and practice
......................................243
10.3.
Approaches to
ELT......................................................................247
10.4.
Other constraints of
ELT in
China
..............................................250
10.5.
Recent reform in
ELT in
China: focus on higher education
and the non-language specialist
...................................................253
10.6.
Conclusion
...................................................................................257
Chapter
11.
Vocabulary Learning Difficulties for Chinese Learners
. 259
11.1.
Three areas likely to cause learning difficulties
..........................259
11.2.
Difficulties due to cultural difference
.........................................260
11.3.
Difficulties
dueto
linguistic distance
..........................................262
11.3.1.
Errors due to meaning confusion
..................................263
11.3.2.
Errors due to other areas
...............................................264
11.4.
Difficulties due to confusion of lexical forms
............................269
11.5.
Exploring lexical errors from a psycholinguistic perspective
.... 271
11.6.
Conclusion
...................................................................................273
Chapter
12.
Two Empirical Studies of Chinese Learners
Approaches to Vocabulary Acquisition
..............................................275
12.1.
An overview from the literature
..................................................275
12.2.
Questionnaire: Teachers beliefs and practices regarding
vocabulary teaching
....................................................................278
12.2.1.
Constructing a questionnaire of teachers beliefs
and practices regarding vocabulary teaching
................278
12.2.2.
Results and discussion of the questionnaire
..................279
12.3.
Questionnaire: Students approaches to vocabulary learning.
...284
12.3.1.
Constructing a questionnaire of process-oriented
vocabulary learning strategies
.......................................284
12.3.2.
Results and discussion of the questionnaire
..................285
12.4.
Conclusion
...................................................................................291
Chapter
13.
General Conclusion
..........................................................293
References
.............................................................................................297
List of CAVL/CALL programs/tasks reviewed
..................................323
List of useful online lexical tools
.........................................................324
Appendices
............................................................................................325
Appendix
1 :
A
questionnaire
for English
teachers
at Chinese
Three Gorges University (translated from Chinese)....
325
Appendix
2:
A questionnaire for students
at Chinese Three Gorges University (translated from Chinese)....
328
Index
......................................................................................................331
|
| any_adam_object | 1 |
| author | Ma, Qing |
| author_facet | Ma, Qing |
| author_role | aut |
| author_sort | Ma, Qing |
| author_variant | q m qm |
| building | Verbundindex |
| bvnumber | BV035234485 |
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| callnumber-search | PE1068.C5 |
| callnumber-sort | PE 41068 C5 |
| callnumber-subject | PE - English Languages |
| classification_rvk | ES 875 |
| ctrlnum | (OCoLC)276227000 (DE-599)DNB991183266 |
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| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
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| dewey-search | 428.0071 |
| dewey-sort | 3428.0071 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| format | Book |
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| geographic | China - Englischunterricht - Vokabellernen China (DE-588)4009937-4 gnd |
| geographic_facet | China - Englischunterricht - Vokabellernen China |
| id | DE-604.BV035234485 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:29:14Z |
| institution | BVB |
| isbn | 9783039116669 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017040373 |
| oclc_num | 276227000 |
| open_access_boolean | |
| owner | DE-384 DE-12 DE-824 DE-19 DE-BY-UBM DE-739 DE-473 DE-BY-UBG DE-11 DE-29 |
| owner_facet | DE-384 DE-12 DE-824 DE-19 DE-BY-UBM DE-739 DE-473 DE-BY-UBG DE-11 DE-29 |
| physical | 333 S. graph. Darst. 225 mm x 150 mm |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Lang |
| record_format | marc |
| series | Linguistic insights |
| series2 | Linguistic insights |
| spelling | Ma, Qing Verfasser aut Second language vocabulary acquisition Qing Ma Bern [u.a.] Lang 2009 333 S. graph. Darst. 225 mm x 150 mm txt rdacontent n rdamedia nc rdacarrier Linguistic insights 79 Anglais (langue) - Étude et enseignement - Chine ram Fremdsprachenlernen - Vokabellernen Langues vivantes - Étude et enseignement ram Étudiants - Chine ram Englisch English language Study and teaching Chinese speakers Second language acquisition Vocabulary Programmed instruction Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Vokabellernen (DE-588)4188502-8 gnd rswk-swf China - Englischunterricht - Vokabellernen China (DE-588)4009937-4 gnd rswk-swf China (DE-588)4009937-4 g Englischunterricht (DE-588)4014801-4 s Vokabellernen (DE-588)4188502-8 s DE-604 Fremdsprachenlernen (DE-588)4071461-5 s Linguistic insights 79 (DE-604)BV013898017 79 Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017040373&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Passau application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017040373&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ma, Qing Second language vocabulary acquisition Linguistic insights Anglais (langue) - Étude et enseignement - Chine ram Fremdsprachenlernen - Vokabellernen Langues vivantes - Étude et enseignement ram Étudiants - Chine ram Englisch English language Study and teaching Chinese speakers Second language acquisition Vocabulary Programmed instruction Fremdsprachenlernen (DE-588)4071461-5 gnd Englischunterricht (DE-588)4014801-4 gnd Vokabellernen (DE-588)4188502-8 gnd |
| subject_GND | (DE-588)4071461-5 (DE-588)4014801-4 (DE-588)4188502-8 (DE-588)4009937-4 |
| title | Second language vocabulary acquisition |
| title_auth | Second language vocabulary acquisition |
| title_exact_search | Second language vocabulary acquisition |
| title_full | Second language vocabulary acquisition Qing Ma |
| title_fullStr | Second language vocabulary acquisition Qing Ma |
| title_full_unstemmed | Second language vocabulary acquisition Qing Ma |
| title_short | Second language vocabulary acquisition |
| title_sort | second language vocabulary acquisition |
| topic | Anglais (langue) - Étude et enseignement - Chine ram Fremdsprachenlernen - Vokabellernen Langues vivantes - Étude et enseignement ram Étudiants - Chine ram Englisch English language Study and teaching Chinese speakers Second language acquisition Vocabulary Programmed instruction Fremdsprachenlernen (DE-588)4071461-5 gnd Englischunterricht (DE-588)4014801-4 gnd Vokabellernen (DE-588)4188502-8 gnd |
| topic_facet | Anglais (langue) - Étude et enseignement - Chine Fremdsprachenlernen - Vokabellernen Langues vivantes - Étude et enseignement Étudiants - Chine Englisch English language Study and teaching Chinese speakers Second language acquisition Vocabulary Programmed instruction Fremdsprachenlernen Englischunterricht Vokabellernen China - Englischunterricht - Vokabellernen China |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017040373&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017040373&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV013898017 |
| work_keys_str_mv | AT maqing secondlanguagevocabularyacquisition |