Rethinking the role of context and definition in second language vocabulary acquisition (SLVA): An assimilation via a cognitive model of concept formation
Year: 2013
Type: article
Abstract: The motivational base of this study lies in the real-life problem faced by many L2 learners: How can learners achieve target-like lexical competence?It does not take much to demonstrate that knowing a dictionary definition alone is not enough, but how learning from context actually leads to accuracy of production has remained unclear.The present article addresses this issue by proposing a cognitive model that illustrates the role of context and definition as well as L1 translation in the acquisition of conceptual knowledge.Drawing on studies of L1 acquisition, particularly the usage-based theory of language acquisition, this paper discusses in depth how L2 acquisition differs from L1 acquisition in various aspects.Meanwhile, it accounts for the development of accuracy by adopting a gap-filling-oriented acquisition view.In summary, by providing a systematic account for how various components contribute to the acquisition of a word, the proposed model offers a solution to several important debates in SLVA besides giving new insights into a range of pedagogical and learning issues.
Author: Ivy Ang
Institution: The University of Osaka
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1990578730