The etymology of modern English vocabulary content introduction
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Conclusion
Although in some cases I briefly hinted at implications of these experiments for school practice, limitations of space prevent me from dealing with this subject more thoroughly. In this paper I hope to have shown in the first place how much relevant information on presenting words in texts- one of the main topics in vocabulary study - may be gained by starting from a psychological point of view and using the method of thinking aloud In this framework I analyzed three rather diverse experimental studies - involving adults, young children, pupils of the lowest ability range and different types of texts and tasks - focusing on the possibilities to embed words in meaningful memory systems and on textual and psychological conditions which should be met when presenting words in texts. Words, capitalize on helping weak pupils to master relevant vocabulary learning and reading strategies. This may even have a positive effect on the learning results of these pupils in other subjects as well. Pupils of the lowest ability level appeared to need much more time and trials to memorize 15 French words which were presented on vocabulary cards alternately isolated and in a sentence. So this way of memorizing words is for weak pupils certainly no solution. Instead, it seems more appropriate to make a distinction between relevant differences concerning vocabulary learning and reading which may or may not be reduced in the French lessons. It seems, for instance, unlikely that French lessons reduce differences in vocabulary knowledge in the mother tongue and general knowledge of the world. Other differences like integrating information from different sources and guessing the meaning of words from the context, might, however, be tackled more successfully in these lessons. Used literature Asher, J.J. (1986) Learning another language through actions Los Gatos, California, Sky Oaks Productions. Ausubel, D.P. (1968) Educational psychology: a cognitive view New York, Holt, Rinehart and Winston. Banta, F.G. (1981) Teaching German vocabulary: The use of English cognates and common loan words, Modern Language Journal, 65, pp. 129-136. Beheydt, L. (1987) The semantization of vocabulary in foreign language learning. System, 15, pp. 55-67. Carter, R. & McCarthy, M. (1988) Vocabulary and Language Teaching London, Longman. Clarke, D.F. & Nation, I.S.P. (1980) Guessing the meanings of words from context: strategy and techniques, System, 8, pp. 211-220. Laufer, B. (1988) The concept of "synforms" (similar lexical forms) in vocabulary acquisition, Language and Education, 2, pp. 113-132. Leontjew, A.N. (1979) Tatigkeit, Bewu.tsein, Personlichkeit Berlin, Volk und Wissen. Mooren, P. & Schouten-van Parreren, M.C. (1988) Could be worse. Boeken bij Engels in het basisonderwijs Tilburg: Zwijsen. Palmberg, R. (1987) On lexical inferencing and the young foreign-language learner, System, 15, pp. 69-76. , C.F. van & Schouten-van Parreren, M.C. (1981) Contextual guessing: a trainable reader strategy, System, 9, pp. 235-241. Schouten-van Parreren, M.C. (1985) Woorden leren in het vreemde-talenon-derwijs (Ph.D. thesis with English summary, Apeldoom, Van Walraven). Schoutn-van Parreren, M.C. (1988a) Action Psychology and Vocabulary Learning, in: M. Hildebrand-NihIson & G. Ruckriem (Eds.), Proceedings of the 1st International 1 Ulman 2 Laufer 3 Smuggler London 1976 Download 40 Kb. Do'stlaringiz bilan baham: |
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