Context Synthesis Accelerates Vocabulary Learning Through Reading: The Implication of Distributional Semantic Theory on Second Language Vocabulary Research

IF 3.6 1区 文学 Q1 LINGUISTICS
Bowen Wang-Kildegaard, Feng Ji
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引用次数: 0

Abstract

Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and right arrows, learners can jump to a target word’s previous or subsequent occurrences in digital books to synthesize clues across contexts. Participants read stories with target words modified by reflash-only, gloss-only, gloss + reflash, or unmodified. Learning outcomes were measured via Vocabulary Knowledge Scale and a researcher-developed interview to probe word-context association. We modeled the learning trajectories of words across five weeks among three adolescent L2 English learners (113 word-learner pairings) using Bayesian multilevel models. We found that reflash-only words made more gains than words in other conditions on both outcomes, controlling for key covariates such as types of existing knowledge. Our analysis also revealed that context synthesis may be particularly useful for learning specific types of words like homonyms, which has significant pedagogical implications.
语境合成促进阅读中的词汇学习——分布语义理论对第二语言词汇研究的启示
除了词义的外显推断外,词汇与不同语境的关联可能是通过阅读学习词汇的重要机制。根据分布语义理论,我们开发了一种文本修改方法,称为refash,以促进词-上下文关联和显式推理。使用一组左右箭头,学习者可以跳到目标单词在电子书中的前面或后面出现的地方,以综合不同上下文的线索。参与者阅读的故事中,目标单词被修改了,包括只闪、只闪、闪+闪和未修改。学习效果通过词汇知识量表和研究者自行开发的访谈来衡量。我们使用贝叶斯多层模型对三名青少年二语英语学习者(113对单词学习者)在五周内的单词学习轨迹进行建模。我们发现,在控制了关键协变量(如现有知识的类型)的情况下,只有闪过的单词比其他条件下的单词在这两个结果上都获得了更多的收益。我们的分析还表明,语境综合可能对学习特定类型的单词(如同音异义词)特别有用,这具有重要的教学意义。
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来源期刊
Applied Linguistics
Applied Linguistics LINGUISTICS-
CiteScore
7.60
自引率
8.30%
发文量
0
期刊介绍: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies.
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