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  vocabulary learning
A contextualized vocabulary learning drill for French
      
Reading ability, intelligence, and working memory were evaluated as predictor factors in vocabulary learning.
      
Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as
      
The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners.
      
In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests.
      
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Vocabulary memory is important in English learning. This study focuses on memory strategies and training procedure development. Based on literature review, four memory strategies were identified.They are assimilation strategy, key word method, spelling strategy and self testing strategy. Assimilation strategy is characterized by full use of the mastered words in learning new words. Our research indicates that full use of prior knowledge to assimilate new knowledge is a very effective way. Key words method is...

Vocabulary memory is important in English learning. This study focuses on memory strategies and training procedure development. Based on literature review, four memory strategies were identified.They are assimilation strategy, key word method, spelling strategy and self testing strategy. Assimilation strategy is characterized by full use of the mastered words in learning new words. Our research indicates that full use of prior knowledge to assimilate new knowledge is a very effective way. Key words method is a kind of strategy which helps word memory by use of images. It requires the learner to set up acoustic and visual links between English new words and his native language. The research shows that concrete words are easier to learn than abstract words, showing that the students do take advantage of images in the learning process. However Chinese is not an alphabetic language, it is hard to find similarities in pronunciations with English. The use of key words method is limited for Chinese students to learn English words. As an alphabetic language, English word tends to have spelling affect in word memory. Therefore in memorizing new words, making use of spelling strategy can reduce short term memory load in alphabetic repeating.Our research shows that regularly spelled words are easier to remember than irregularly words, and spelling strategy training can improve students' memory achievements effectively. Self testing strategy is a typical meta cognitive strategy. From modern cognitive psychology,learning is not only a process of acquiring knowledge, it is also a meta cognitive process which monitors and adjusts learner's cognitive processes. This strategy is also used in the study to improve student's vocabulary learning. In addition, the author proposes a memory aid model which describes utilization of memory strategies.

词汇记忆在中学英语学习中有着举足轻重的地位。本研究从策略入手 ,致力于探索记忆策略训练对英语词汇学习的积极效果。研究者在综合前人的策略分类观点和参照英语词汇学习本身特点的基础上提出了五种基本策略 ,并对之作了训练研究。从训练结果可知 ,这些策略若训练充分得当 ,能大大提高学生的词汇记忆成绩。研究者还对如何在英语词汇学习中运用策略帮助记忆提出了一个粗略的模型。从该模型中 ,我们可以清晰地看到词汇记忆的整个过程 ,以及影响策略选择和使用的各种因素

The present study examined the effects of word class on children's English vocabulary learning in the multimedia context. The results showed that: (1) children tended to recognize nouns and adjectives better than pronouns. (2) As far as the semantic test without context was concerned, the score of nouns were a little bit higher than pronouns', the score of adjectives was in the middle, but the differences between adjectives and the other two kinds of words were not significant. (3) In completing the semantic...

The present study examined the effects of word class on children's English vocabulary learning in the multimedia context. The results showed that: (1) children tended to recognize nouns and adjectives better than pronouns. (2) As far as the semantic test without context was concerned, the score of nouns were a little bit higher than pronouns', the score of adjectives was in the middle, but the differences between adjectives and the other two kinds of words were not significant. (3) In completing the semantic test with context, no significant difference was found between the scores of nouns and adjectives, while both of their scores were higher than the score of pronouns. (4) The scores of nouns and adjectives were much higher in the semantic test with context compared with no context was provided, while the scores of pronouns remained the same. Overall, children tended to score higher in the learning of nouns and adjectives than the learning of pronouns.

该研究考察了多媒体动画片语境条件下 ,词类对儿童英语词汇学习效果的影响 ,结果发现 :(1)儿童对名词和形容词的再认成绩显著优于代词 ;(2 )就独立回忆测验而言 ,名词的成绩显著高于代词 ,形容词的成绩处于代词和名词之间 ,但与二者的差异均不显著 ;(3)就情境回忆测验而言 ,名词与形容词的成绩差异不显著 ,二者均显著高于代词 ;(4)名词与形容词的情境回忆测验成绩均显著高于独立回忆测验成绩 ,但代词的独立回忆与情境回忆测验成绩差异不显著。总体而言 ,儿童对名词和形容词的学习效果好于代词 ,表明词类会对儿童英语词汇学习效果产生影响。

Learning in context is an important approach of second language vocabulary learning. Compared with text-based context, multimedia context is more authentic, vivid and attractive because of the integration of information in audio, video, graphic, animation, as well as verbal format. The present paper discussed the concept of contextualized learning, the characteristics in learning L2 vocabulary in multimedia context and the related factors. The problems for future studies were also proposed.

语境学习是一种重要的第二语言词汇学习方式。与传统的文本语境相比,多媒体语境能够为学习者的词汇学习创造更为真实、生动、形象的语境条件。根据近年来语境学习方面的研究成果,该文将讨论语境学习的概念、多媒体语境学习的特点、学习效果的相关因素等问题,并对该领域需进一步研究的问题进行初步的分析。

 
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