Learning Words from Context

Nagy, William E.; Herman, Patricia A.; Anderson, Richard C.

doi:10.2307/747758

Cited by 809 publications

(599 citation statements)

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“…The results of this study indicate that children even as young as five-six years of age are able to learn new words through written context, and thus, although our procedures were quite different, our findings support the recent investigations on incidental vocabulary learning of Nagy et al (1985). Here attempts were made to reveal what might be involved in the actual process of vocabulary acquisition.…”

Section: Discussionsupporting

confidence: 79%

“…Most of this research has examined the effects of various direct instructional approaches on vocabulary acquisition and certain related comprehension measures (Beck, Perfetti, & McKeown, 1982;Gipe, 1987-79;Jenkins, Pany, & Schreck, 1978;Lieberman, 1967;Mezynski, 1983;McKeown, Beck, Omanson, & Perfetti, 1983;MeKeown, Beck, Omanson, & Pople, 1985;Stahl, 1983;Stahl & Fairbanks, 1986). However, others have suggested that, because of the magnitude of the task, direct instruction can only account for a small proportion of vocabulary growth, and a substantial amount of lexical meanings must be acquired incidentally through exposure to natural written contexts (Nagy & Anderson, 1984;Nagy & Herman, 1984;Nagy, Herman, & Anderson, 1985). More recently, Nagy (Nagy, Anderson, & Herman, 1986, 1987 has attempted to determine middle-grade children's incidental learning of word meanings during reading to see if certain text properties influence this learning from context.…”

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confidence: 99%

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The Lexical Development of Kindergarteners: Learning from Written Context

Eller

Pappas

Brown³

1988

Journal of Reading Behavior

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This paper argues that an important aspect of vocabulary development is readers' understanding of the nature of written language. The purpose of the study was to investigate the process involved in acquiring word knowledge from written context. Prereading kindergarten children were read two picture storybooks on three separate occasions (per book) and were then invited to take their turns to "read" the books. Using an ordinal category system developed for the study, three analyses of the three "readings" of each book were made which identified patterns of vocabulary growth. The results showed the ways that children learned lexicogrammatical information incidentally through exposure to written context.

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Section: Discussionsupporting

confidence: 79%

mentioning

confidence: 99%

The Lexical Development of Kindergarteners: Learning from Written Context

Eller

Pappas

Brown³

1988

Journal of Reading Behavior

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“…The training regime used by Dockrell et al involved children watching short video clips containing a single exposure of the science words with picture cues, akin to a typical classroom activity. Thus, more encounters with the 34 Learning vocabulary in childhood new words and the explicit nature of the training provided in the present study likely accounts for the higher rates of learning than in Dockrell et al According to Nagy, Herman andAnderson (1985, cited in Beck &McKeown, 1991), the probability of learning a word from one exposure ranges between 0.05 and 0.11, depending on the criterion utilized.…”

Section: Educational Implicationsmentioning

confidence: 63%

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Henderson

Weighall

Gaskell

2013

Journal of Experimental Child Psychology

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Research suggests that word learning is an extended process with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual-memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study children aged 5-9-years-old learned real science words (e.g., information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 hours after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after one week and outperformed the children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.

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“…V J1 se otroci naučijo od nekaj sto do tisoč in več besed na leto, odvisno predvsem od tega, koliko in kaj berejo (Nagy, Herman in Anderson, 1985). Besedišče, potrebno za uspešno delo v šoli, pridobijo tako z obveznim branjem (predpisanim v šoli) kot branjem za zabavo umetnostnih in neumetnostnih besedil (Lightbown in Spada, 2013, str.…”

Section: Kako Se Otroci Učijo Besedišča V Prvem Jeziku?unclassified

Miti o učenju drugega/tujega jezika

Nagode¹,

Pižorn²

2016

vestnik

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UVODO učenju tujih jezikov obstajajo določeni miti, nepreverjene »resnice«, ki so se ponekod »fosilizirali« in morda sploh več ne vzbujajo nobenih dvomov med običajnimi uporabniki jezikov. Članek spodbuja bralca k preverjanju pogledov na učenje drugega/tujega jezika, kar se zdi potrebno, saj je s prepričanji povezan tudi način poučevanja. Predstavljeni so štirje miti o učenju drugega/tujega jezika, izbrani iz nabora osemnajstih mitov, obravnavanih v osnovni literaturi članka s področja učenja jezikov. Odločitev o ožjem izboru temelji na strokovni pedagoški presoji avtoric. Prvi mit obravnava vlogo starosti pri učenju drugega/tujega jezika. Čim zgodnejši začetek učenja drugega/tujega jezika ne vodi nujno k večji uspešnosti. Uspešnost je relativna glede na končni cilj. Če je tradicionalno merilo uspešnosti glede na raziskave bila zgolj izgovarjava, ki naj bi se čim bolj približala tisti naravnega govorca, je po novejših raziskavah merilo lahko, na primer, skladnja. Na uspešnost poleg starosti vplivajo tudi čas in trud, vložen v učni proces, motiviranost, stopnja tesnobnosti, spretnosti sprejemanja in tvorjenja jezika ter dejavniki učnega okolja (kontekst). Drugi mit obravnava problematiko pozitivnega in negativnega prenašanja znanja prvega jezika v drugi/tuji jezik, kar imenujemo transfer. Če napake nastanejo zaradi želje učencev po samostojnem raziskovanju ciljnega jezika, niso posledica transferja. Tretji mit obravnava učiteljev odnos do napak. Napaka je lahko vir informacij o vrzelih v znanju, prekomernem upoštevanju pravil v drugem/tujem jeziku, neustreznem prenašanju (transfer) vzorcev iz prvega jezika v drugi/tuji jezik. Povratna informacija je potrebna, vendar je pomemben način. Četrti mit obravnava vlogo branja pri širjenju besedišča. Učenci naj bi brali različne vrste besedil, tako predpisane kot za zabavo. Besedila naj bi bila vsakemu posameznemu bralcu zanimiva in pomembna.

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Learning Words from Context

Cited by 809 publications

References 5 publications

The Lexical Development of Kindergarteners: Learning from Written Context

The Lexical Development of Kindergarteners: Learning from Written Context

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Miti o učenju drugega/tujega jezika

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