Phrasal Paraphrase Learning: Exploring an Effective Strategy to Consolidate Vocabulary Knowledge

Autor/in	Chen, Mei-Hua
Titel	Phrasal Paraphrase Learning: Exploring an Effective Strategy to Consolidate Vocabulary Knowledge
Quelle	In: Taiwan Journal of TESOL, 16 (2019) 1, S.41-66 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Phrase Structure; Vocabulary Development; Computational Linguistics; Chinese; Translation; Language Proficiency; Memory; Language Usage; Language Patterns; Pretests Posttests; College Freshmen; Mnemonics; Recall (Psychology); Learning Problems; Semantics; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Computer Assisted Instruction; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Phrasenstruktur; Wortschatzarbeit; Linguistics; Computerlinguistik; China; Chinesen; Language skill; Language skills; Sprachkompetenz; Gedächtnis; Sprachgebrauch; Sprachmodell; Sprachstruktur; Studienanfänger; Mnemotechnik; Abberufung; Lernproblem; Semantik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	Lexical competence is considered as an important indicator of language proficiency. While learning vocabulary, learners need to remember various aspects of knowledge about the word (e.g., meaning, form and use). Many vocabulary learning strategies have been proposed to help learners consolidate vocabulary knowledge. Among them, grouping words belonging to the same meaning categories is conducive to recall (Schmitt, 1997). On the other hand, learning chunks is also a mnemonic device for increasing vocabulary. Taking into consideration these two important vocabulary memory strategies that help students learn faster and recall better, the current study proposes grouping and learning lexical phrases sharing semantic equivalence but differing in use (i.e., phrasal paraphrases) (e.g., "is worth reading", "is worthy of being read" and "is worthwhile reading"). For this, a corpus-based paraphrasing system, PREFER, was introduced because it provides a sufficient number of paraphrases and corresponding Chinese translations, usage patterns and example sentences. Such information could widen and deepen learners' vocabulary knowledge. A pre-and post-test was conducted on 49 college freshmen to examine their performance in phrasal paraphrase learning. The results showed that with the assistance of the introduced system, students achieved substantial gains regardless of their proficiency level. Furthermore, students' errors on the test sheets were thoroughly analyzed for the purpose of understanding students' learning difficulties while learning paraphrases. Despite its exploratory nature, the current study shed some light on the effects of learning phrasal paraphrases on vocabulary expansion. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01