Year: 2016
Type: article
Abstract: This research examines dictionary-induced vocabulary learning and inferencing in the context of reading. One hundred and four intermediate English learners completed one of two word-focused tasks: reading comprehension and dictionary consultation, and reading comprehension and inferencing. In addition to performing the tasks, some subjects reported their thinking processes either during or after the completion of the tasks, and those who did not were tested both immediately and one week later for their learning of target words. The results show that dictionary-induced vocabulary learning was significantly more effective than inferencing. The researcher explains such results in terms of theories of the degree of elaboration and connectionist models, and suggests that the provision of a number of various aspects of knowledge about a target word is very facilitative for word learning.
Source: Lexikos
DOI: 10.5788/26-1-1345
Author: Di Zou
Institution: Hong Kong Polytechnic University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $65
Funder: City University of Hong Kong
OpenAlex ID: W2552907146