the effects of semantic clustering and thematic clustering on l2 lexical learningWord文档格式.docx
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the effects of semantic clustering and thematic clustering on l2 lexical learningWord文档格式.docx
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theeffectsofsemanticclusteringandthematicclusteringonl2lexicallearning@#@TheEffectsofSemanticClusteringandThematicClusteringonL2LexicalLearning@#@TheEffectsofSemanticClusteringandThematicClusteringonL2LexicalLearning@#@ Abstract:
@#@Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge(orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation)toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.@#@ Keywords:
@#@Multi-dimensionalvocabularyknowledgeframework;@#@modesofwordpresentation;@#@thematicclustering,semanticclustering@#@ ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”(ProjectID:
@#@13YJC740100)andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”(ProjectID:
@#@GLY2012035)@#@ 0Introduction@#@ Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.@#@ Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind. Abstract:
@#@Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge(orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation)toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.@#@ Keywords:
@#@Multi-dimensionalvocabularyknowledgeframework;@#@modesofwordpresentation;@#@thematicclustering,semanticclustering@#@ ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”(ProjectID:
@#@13YJC740100)andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”(ProjectID:
@#@GLY2012035)@#@ 0Introduction@#@ Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.@#@ Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind. Abstract:
@#@Thepresentstudyattemptstoexaminetheeffectsofthematicclusteringandsemanticclusteringonsecondlanguagevocabularylearning,themulti-dimensionalvocabularyknowledgetestsarewelldesigned.Itemployedtentestsmeasuringfiveaspectsofwordknowledge(orthography,meaningandform,grammaticalfunction,syntagmaticassociationandparadigmaticassociation)toassesslearning.Thestudy’spurposeistodiscusswhetherthematicclusteringortheuseofmeaningfulcontextfacilitatesvocabularylearning.Theexperimentfindsthatthelearnershavesignificantlyhigherscoresunderthelearningconditionofsemanticclusteringontheproductiveknowledgeasmeasuredusinggrammaticalfunction,syntagmaticassociationandparadigmaticassociationtests.Inaddition,learnersalsogotgoodmarksunderthelearningconditionofsemanticclusteringonotherdimensionsofvocabularyknowledge.Thefindingsindicatethatlearningvocabularyundertheconditionofthematicclusteringisofgreathelptolearners.@#@ Keywords:
@#@Multi-dimensionalvocabularyknowledgeframework;@#@modesofwordpresentation;@#@thematicclustering,semanticclustering@#@ ThispaperisfundedbytheChineseMinistryofEducationundertheproject“TheeffectsofmodesofpresentationonChineselearners’vocabularyretention”(ProjectID:
@#@13YJC740100)andalsobyChangzhouUniversityundertheproject“TheeffectsofsemanticrelationshiponL2vocabularylearning”(ProjectID:
@#@GLY2012035)@#@ 0Introduction@#@ Presentationisacorecomponentinlanguageteaching,whichisusedtointroducenewlanguageitems.WordpresentationinEnglishteachingshowslearnerstargetwordsinacertainmanner,whichcoversmorphology,pronunciation,meaning,grammaticalfeature,syntagmaticassociation,paradigmaticassociationandsoon.Presentationnotonlyshowlearnerstargetwordsandletthembetterunderstandtheteachingcontentbutalso,whichismoreimportant,strengthenlearners’impressionontargetvocabulariesthroughdifferentwordpresentationsandvarioussteps.Inthisway,learnersgetabundantvocabularyknowledgeandconsummatetheformsoftargetwordsintheirmind.Therefore,learnersmakeuseofthesewordsflexiblywheninneed.@#@ Variouspresentationshavebeenintroducedandusedforteachingvocabulary,asaresult,researchershavestartedtestingandevaluatingthesepresentations.Thematicclusteringandsemanticclusteringwereamongthesepresentationsproposedbyeducationalresearchersandpsychologists.Concerningsemanticclustering,awidelyacceptedwayofpresentingnewvocabularyitems,issimilartolexicalsemanticnetworkinhuman’smindandhelpstheacquisitionofvocabularies.However,manyresearchersassertthatthispresentationdoesnotfacilitatelearning.Rather,itmakeslearningmoredifficultandinterfereswiththelearningofsimilarwords.EvidencecanbefoundinInterferenceTheory,whichsuggestedthatsemanticclusteringmayactuallyimpederatherthanfacilitatelearning.Wordscanalsobeclusteredthematically.Thistypeofclusteringisbasedonacognitiverelationshipbetweenwordsrelatedtoanexistingschemeinthemind. Abstract:
@#@Thepresentstudyattemptsto
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