Children's Knowledge of Multiple Word Meanings: Which Factors Count and for Whom?

Autor/inn/en	Booton, Sophie A.; Wonnacott, Elizabeth; Hodgkiss, Alex; Mathers, Sandra; Murphy, Victoria A.
Titel	Children's Knowledge of Multiple Word Meanings: Which Factors Count and for Whom?
Quelle	In: Applied Linguistics, 43 (2022) 2, S.293-315 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amab028
Schlagwörter	Vocabulary Development; Psycholinguistics; Language Tests; Verbal Ability; Computational Linguistics; Predictor Variables; English (Second Language); Second Language Learning; Native Language; Morphemes; Word Frequency; Children; Definitions + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Psycholinguistik; Language test; Sprachtest; Mündliche Leistung; Linguistics; Computerlinguistik; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Morphem; Word analysis; Frequency; Wortanalyse; Häufigkeit; Child; Kind; Kinder; Begriffsbestimmung
Abstract	Most common words in English have multiple different meanings, but relatively little is known about why children grasp some meanings better than others. This study aimed to examine how variables at the child-level, wordform-level, and meaning-level impact knowledge of words with multiple meanings. In this study, 174 children aged 5- to 9-years-old completed a test of homonym knowledge, and measures of non-verbal intelligence and language background were collected. Psycholinguistic features of the wordforms tested were assessed through collecting adult ratings, corpus coding, and using existing databases. Logistic mixed effects models revealed that whilst the frequency of wordforms contributed to children's knowledge, so also did dominance and imageability of the separate meanings of the word. Predictors were similar for children with English as an Additional Language and English as a first language. This greater understanding of why some word meanings are known better than others has significant implications for vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01