Research on Contextual Memorizing of Meaning in Foreign Language Vocabulary

Autor/inn/en	Xu, Linjing; Xiong, Qingxia; Qin, Yufang
Titel	Research on Contextual Memorizing of Meaning in Foreign Language Vocabulary
Quelle	In: World Journal of Education, 8 (2018) 2, S.168-173 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Vocabulary Development; Memorization; Cognitive Psychology; Role; Majors (Students); College Freshmen; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Interviews; Cognitive Processes; Language Proficiency; Psycholinguistics; College Students; Statistical Analysis; Foreign Countries; Learning Strategies; Word Lists; Phonetics; Orthographic Symbols; Chinese; Sentences; Context Effect; Comparative Analysis; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Gedächtnistraining; Kognitive Psychologie; Rollen; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Language skill; Language skills; Sprachkompetenz; Psycholinguistik; Collegestudent; Statistische Analyse; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortliste; Phonetik; Fonetik; China; Chinesen; Sentence analysis; Satzanalyse
Abstract	The purpose of this study was to examine the role of contexts in the memory of meaning in foreign vocabularies. The study was based on the cognitive processing hierarchy theory of Craik and Lockhart (1972), the memory trace theory of McClelland and Rumelhart (1986) and the memory trace theory of cognitive psychology. The subjects were non-English majors freshmen. The contexts used in the study were list, sentence and text. Through timely test and delay test, it was found that sentence performed better than text, which was different from expectation. After analysis and interview, some problems were found in this study. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01