Vocabulary Development: A Morphological Analysis

Anglin, Jeremy M.

doi:10.2307/1166112

Cited by 660 publications

(475 citation statements)

References 110 publications

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“…Freid (1985) stated that learning of English vocabularies and their use would be easy and pleasurable if a language learner can understand the structure of so many English words which this work is based on learning roots and affixes (Anglin, 1993). Inflection and derivation are two basic and wide categories in the word-formation process.…”

Section: Role Of Word Etymology In Language Learningmentioning

confidence: 99%

The Impact of Cognition on Memorizing Words in Learners of English as a Foreign Language

Sadri¹,

Firouzi²

2017

TAKSAD

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In today's world, English language proficiency is necessary for access to new scientific findings in different fields. It is worth mentioning that more utilization of memorizing words in the process of English language learning help English teachers in facilitating language teaching. During English language learning and memorizing of words, the factor of recognition is more important than talent so, this paper aims to investigate the effect of perception on the memorizing words in English language learners. This study performed by descriptive-analysis method. Results showed that learning and use of self-regulated strategies help learners in two "result-based" and "process-based" orientations during writing in foreign language. We can say that knowledge about the kind of relation between the motivational believes and language learning strategies is important.

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Section: Role Of Word Etymology In Language Learningmentioning

confidence: 99%

The Impact of Cognition on Memorizing Words in Learners of English as a Foreign Language

Sadri¹,

Firouzi²

2017

TAKSAD

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“…And since none of these methods is infallible, they are sometimes used in combination. For example, Anglin (1993) first asked children for a definition; failing that, he asked for a sentence using the word, plus an explanation of what the word meant in that sentence; failing that, he used a multiple-choice question. Subjects were given credit for knowing the word if they succeeded at any of these tasks.…”

Section: Criteria For Word Knowledgementioning

confidence: 99%

“…The rate at which school children learn new words has been estimated at around 20 words per day (Anglin 1993), which is far more than anyone could teach them. The usual explanation is that children learn words while reading, by observing the linguistic contexts in which they are used (Gray & Holmes 1938, Werner & Kaplan 1950, Sternberg & Powell 1983, Jenkins et al 1984, Nagy et al 1987.…”

Section: Contextualizationmentioning

confidence: 99%

On Knowing a Word

Miller

1999

Annu. Rev. Psychol.

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A person who knows a word knows much more than its meaning and pronunciation. The contexts in which a word can be used to express a particular meaning are a critical component of word knowledge. The ability to exploit context in order to determine meaning and resolve potential ambiguities is not a uniquely linguistic ability, but it is dramatically illustrated in the ease with which native speakers are able to identify the intended meanings of common polysemous words. CONTENTS

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“…Their study included 95 students from grades one, three, five, and seven [1] developed an error coding system to determine the location (e.g., decades, hundreds, millions) and categorization of the types of errors children make in orally producing numbers in words. They based their coding system on several cognitive models and research [22][23][24][25]. Errors were classified according to three categories: 1) prerequisite linguistic (i.e., prelinguistic rules or principles of the cardinal number system for converting numbers into words, 2) vocabulary (i.e., knowledge of number words and 3) compound construction (i.e., a set of compound rules to sequence correctly the words within a number compound).…”

Section: Introductionmentioning

confidence: 99%

Number Knowledge and Error Types of Elementary Portuguese Students: Implications for Instruction

Watson¹,

Judge²,

Lopes³

et al. 2017

Clin Exp Psychol

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In the present study, we examined number knowledge skills of 697 Portuguese elementary students from first to fourth grade. Students completed three number knowledge tasks: 1) translating numbers into words, 2) symbolic magnitude (i.e., number comparison), and 3) decomposing numbers. We evaluated students' answers by means of error analysis using a three-category coding system adopted from specific error types were computed by grade level. Results showed that there were significant differences among grades and that the prerequisite linguistic error type (i.e., pre linguistic rules or principles of the cardinal number system), particularly in the magnitude tasks, significantly contributed to students' performance on number knowledge tasks. This is important for instruction because learning difficulties in mathematics have been associated with weaknesses in intermediate number knowledge competencies (e.g., number comparison). Our qualitative data analyses suggest that instruction, intervention, or remediation need to consider systematic instructing students the prelinguistic rules of the number system, specifically the principles related to larger numbers.

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Vocabulary Development: A Morphological Analysis

Cited by 660 publications

References 110 publications

The Impact of Cognition on Memorizing Words in Learners of English as a Foreign Language

The Impact of Cognition on Memorizing Words in Learners of English as a Foreign Language

On Knowing a Word

Number Knowledge and Error Types of Elementary Portuguese Students: Implications for Instruction

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