東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Emerging Lexical Organization from I...

Jones, Adam.

Linked to FindBook

Google Book

Amazon

博客來

Emerging Lexical Organization from Intentional Vocabulary Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Emerging Lexical Organization from Intentional Vocabulary Learning./
Author:	Jones, Adam.
Description:	80 p.
Notes:	Source: Masters Abstracts International, Volume: 53-06.
Contained By:	Masters Abstracts International53-06(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1564795
ISBN:	9781321183764

Emerging Lexical Organization from Intentional Vocabulary Learning.
Jones, Adam.

Emerging Lexical Organization from Intentional Vocabulary Learning. - 80 p.

Source: Masters Abstracts International, Volume: 53-06.

Thesis (M.A.)--Portland State University, 2014.

This item must not be sold to any third party vendors.

The role that vocabulary learning plays in second language acquisition has been receiving increased attention from both teachers and researchers. However, there is still much that is not known about the processes through which new words become functioning components of the mental lexicon. This study used a word association test (WAT) to investigate how new words are initially integrated into the lexicon immediately after being studied for the first time. This initial lexical organization of new words was compared with the existing lexical organization of well-known items. In addition, this study investigated how sentence writing, thought to encourage deeper levels of processing, affected how the new words were initially integrated into the lexicon.

ISBN: 9781321183764Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Emerging Lexical Organization from Intentional Vocabulary Learning.
LDR:02860nmm a2200325 4500 001 2056637
005 20150608135929.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321183764
035 $a (MiAaPQ)AAI1564795
035 $a AAI1564795
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Adam. $3 3170406
245 1 0 $a Emerging Lexical Organization from Intentional Vocabulary Learning.
300 $a 80 p.
500 $a Source: Masters Abstracts International, Volume: 53-06.
500 $a Adviser: Lynn Santelmann.
502 $a Thesis (M.A.)--Portland State University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The role that vocabulary learning plays in second language acquisition has been receiving increased attention from both teachers and researchers. However, there is still much that is not known about the processes through which new words become functioning components of the mental lexicon. This study used a word association test (WAT) to investigate how new words are initially integrated into the lexicon immediately after being studied for the first time. This initial lexical organization of new words was compared with the existing lexical organization of well-known items. In addition, this study investigated how sentence writing, thought to encourage deeper levels of processing, affected how the new words were initially integrated into the lexicon.
520 $a The participants in this study were 16 volunteers from an Intensive English Language Program. The participants first completed a vocabulary knowledge scale to assess if they knew the new vocabulary words. Then, the participants spent 20 minutes learning the words---either through writing sentences with the words or through choosing their own method of study. Immediately after the 20 minute learning period, the WAT was administered. The results of the WAT indicated that the new words were being organized into the lexicon through meaning-based connections just as the well-known words were. The majority of the meaning-based lexical organization was based on equivalent meaning connections such as synonymy or superordination. The sentence writing condition correlated with a decrease in meaning-based WAT associations for the new words, which indicated that sentence writing may have affected the lexical integration in unexpected ways. Finally, unanticipated WAT response patterns indicated that other contextual factors may have also influenced the responses.
590 $a School code: 0180.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0441
690 $a 0525
690 $a 0633
710 2 $a Portland State University. $b Applied Linguistics (TESOL). $3 1678783
773 0 $t Masters Abstracts International $g 53-06(E).
790 $a 0180
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1564795