Часть VI issn 2072-0297
Learning mode factors on vocabulary acquisition
жүктеу/скачать 1,83 Mb. Pdf көрінісі
|
moluch 82 ch6
- Бұл бет үшін навигация:
- 2.2 Direct and Indirect Vocabulary Learning
| 2 Learning mode factors on vocabulary acquisition
2.1 Intentional and Incidental Vocabulary Learning Research on vocabulary acquisition in general, and in in- cidental vocabulary acquisition in particular, has increased largely over the past years. The concept of incidental vocab- ulary acquisition first appeared in Nagy and Herman's re- search on children's L1 vocabulary acquisition (Cited in Zhu [3], 2004). Swanborn and De Glopper [4] (1999) define incidental vocabulary learning as the incidental, as opposed to intentional, derivation and learning of new word meanings by subjects reading under reading circumstances that are fa- miliar to them. The word incidental implies that the purpose for reading does not specifically provoke learning or directing attention to the meaning of unknown words. Wesche and Pa- ribakht [5] (1999) believe that such learning is referred to as incidental in that learners are focused on comprehending meaning rather than on the explicit goal of learning new words. Qian [6] (2002) defines incidental vocabulary acqui- sition as learners' vocabulary learning based on the reading purpose of text comprehension. 2.2 Direct and Indirect Vocabulary Learning Students learn vocabulary indirectly when they hear and see words used in many different contexts, for example, through conversations with others, through reading exten- sively on their own, especially for children, they learn the meanings of most words indirectly, through everyday experi- ences with oral and written language. Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies. The scientific research on vocabulary instruction reveals that most vocabulary is learned indirectly and some vocabulary must be taught directly. Direct instruction helps students learn difficult words and direct instruction of vocabulary rele- vant to a given text leads to a better reading comprehension. In Nation's view [12] (1990), direct vocabulary learning and indirect vocabulary learning are two approaches to vocab- ulary learning. He holds that, in direct vocabulary learning, the learners do exercises and activities that focus their atten- tion on vocabulary. Such exercises include word-building ex- ercises, guessing words from context, learning words in lists, and vocabulary games. In indirect vocabulary learning, the learners' attention is focused on some other feature, usually the message that is conveyed by a speaker or writer. And con- siderable vocabulary learning can occur if the amount of un- known vocabulary is low. жүктеу/скачать 1,83 Mb. Достарыңызбен бөлісу:
|