By I. S. P. Nation
Studying Vocabulary in one other Language presents a close survey of study and thought at the educating and studying of vocabulary with the purpose of offering pedagogical feedback for either academics and novices. It comprises descriptions of diverse vocabulary studying recommendations that are justified and supported by way of connection with experimental study, case reviews, and educating event. It additionally describes what vocabulary beginners want to know to be powerful language clients. studying Vocabulary in one other Language exhibits that by way of taking a scientific method of vocabulary studying, academics could make the easiest use of sophistication time and support inexperienced persons get the easiest go back for his or her studying attempt. it is going to fast determine itself because the aspect of reference for destiny vocabulary paintings.
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Additional resources for Learning Vocabulary in Another Language
2. The learners associate word forms that consist of a known first language word and a foreign language word, but where the foreign language word resembles some other first language word, for example throat-garlo where the Russian word garlo has some formal similarities with the English word gargle. Because the foreign words were "meaningful" for the learners, deliberately interfering with phonological short-term memory did not have serious effects on this kind of learning, largely because the learners were using meaning cues rather than phonological rehearsal to remember the new foreign language forms.
This, however, should not be seen as an excuse for large amounts of teaching time being spent on low frequency words at the third- or fourth-thousand word level. ), gate, approximately. 2. Many low frequency words are proper names. Approximately 4% of the running words in the Brown Corpus are words like Carl, Johnson, Ohio. In some texts, such as novels and newspapers, proper nouns are like technical words - they are of high frequency in particular texts but not in other texts, their meaning is closely related to the message of the text, and they could not be sensibly pre-taught because their use in the text reveals their meaning.
Waring also found that receptive learning took less time than productive learning, and that scores on productive tests were consistently at lower levels over time than scores on receptive tests, with very little being scored on the productive tests after three months. 29) between receptive and productive learning times, indicating that many learners are not proficient at both receptive and productive learning. These two experiments show the importance of the receptive/productive distinction especially with test types.
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