Vocabulary acquisition: new findings.

Autor/in	Williamson, Julia
Titel	Vocabulary acquisition: new findings.
Quelle	(1989), 14 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Methode; Psychologie; Verstehen; Bedeutung; Englisch; Fremdsprachenunterricht; Lernen; Methode; Psychologie; Semantik; Text; Verstehen; Wort; Wortschatz; Leseverstehen; Kontext; Lernen; Kontext; Semantik; Text; Textarbeit; Textverständnis; Wort; Wortschatz; Fremdsprachenunterricht; Englisch; Leseverstehen; Sprachwissenschaft; Bedeutung
Abstract	The difference between acquiring knowledge of a word's meaning and knowing a word well enough for it to aid in the comprehension of a text is investigated by reviewing the most recent findings in the field of vocabulary acqisition. The assumption that vocabulary items are learned through context when the meaning of unknown words can be gleaned from contextual clues is questioned. Even when comprehension of a text is achieved by way of contextual clues the new vocabulary encountered has not necessarily been learned. The vocabulary has been understood in the context of that reading passage, but those same words, if presented out of context, may not be understood by the student. Among the pedagogical implications of depth of processing and its emphasis on the importance of semantic stimuli in vocabulary learning, is that students should be encouraged to develop their own individual learning strategies that allow them not only to retain the vocabulary but to retrieve it. Mnemonic devices, such as the keyword method, help students to develop a deeper understanding of the vocabulary.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)