Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain

Saji, Noburo; Imai, Mutsumi; Saalbach, Henrik; Zhang, Yuping; Shu, Hua; Okada, Hiroyuki

doi:10.1016/j.cognition.2010.09.007

Cited by 63 publications

(71 citation statements)

References 44 publications

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“…In between the teaching of both methods, students can do self-access activities using the CALL resources. This implies that, in the teaching plan, Dictionary Strategy may be taught first, followed by the teaching of Contextual Clues,the rationale being that the latter takes a longer time to learn (Saji, Imai, Saalbach, Zhang, Shu, & Okada, 2011). Between the teaching of Dictionary Strategy and Contextual Clues, any self-access activity using CALL should focus on the learners' needs (Chen, Liu & Wong, 2007 …”

Section: Resultsmentioning

confidence: 99%

Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary

Ali¹,

Mukundan²,

Roselan³

et al. 2012

ELT

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The paper aims at investigating students' learning attitudes after they are exposed to three vocabulary learning methods, namely Contextual Clues, Dictionary Strategy and ComputerAssistedLanguageLearning (CALL). The study involves 123 undergraduates, who were surveyed to identify the factors that affect their attitudes in learning vocabulary using these methods. Findings from the study using ANOVA revealed that students who were exposed to CALL showed more positive attitudes in learning vocabulary compared to other methods. This is due to the tools matching their aptitude for learning. In fact, the tools are regarded as 'part and parcel' of the students' lives. The results of the study also showed that the usefulnessand limitation of the respective methods depend on students' approaches in using them to learn vocabulary. The implications for language teaching and learning of vocabulary demand practitioners to incorporate the use of computers in their lessons. Nonetheless, they may also integrate the use of Contextual Clues, Dictionary Strategy and CALL in their teaching to accelerate the expansion of students' vocabulary.

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Section: Resultsmentioning

confidence: 99%

Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary

Ali¹,

Mukundan²,

Roselan³

et al. 2012

ELT

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show abstract

“…This may not serve well as a general conclusion, either, given evidence from action domains implicating more dynamic properties. Presence or absence of movement along a trajectory over time is basic to the distinction between hold and carry observed across many languages (Saji et al, 2011). Predictability of the locus of separation was the most important dimension in accounting for named distinctions in acts of cutting and breaking across languages (Majid, Boster, & Bowerman, 2008).…”

Section: Contributions Of the Observermentioning

confidence: 99%

Human locomotion in languages: Constraints on moving and meaning

Malt

Ameel

Imai

et al. 2014

Journal of Memory and Language

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a b s t r a c tThe distinctions between red and yellow or arm and hand may seem self-evident to English speakers, but they are not: Languages differ in the named distinctions they make. To help understand what constrains word meaning and how variation arises, we examined name choices in English, Dutch, Spanish, and Japanese for 36 instances of human locomotion. Naming patterns showed commonalities largely interpretable in terms of perceived physical similarities among the instances. There was no evidence for languages jointly ignoring salient physical distinctions to build meaning on other bases, nor for a shift in the basis of word meanings between parts of the domain of more vs. less importance to everyday life. Overall, the languages differed most notably in how many named distinctions they made, a form of variation that may be linked to linguistic typology. These findings, considered along with naming patterns from other domains, suggest recurring principles of constraint and variation across domains.

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“…L. Murphy, 2002) and how it develops (Carey, 2009;E. V. Clark, 1973;Saji et al, 2011;Wagner, Dobkins, & Barner, 2013). A question that has received relatively less attention is to what kinds of experiences do we owe such knowledge?…”

Section: Introductionmentioning

confidence: 99%

From words-as-mappings to words-as-cues: the role of language in semantic knowledge

Lupyan

Lewis

2017

Language, Cognition and Neuroscience

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Semantic knowledge (or semantic memory) is knowledge we have about the world. For example, we know that knives are typically sharp, made of metal, and that they are tools used for cutting. To what kinds of experiences do we owe such knowledge? Most work has stressed the role of direct sensory and motor experiences. Another kind of experience, considerably less well understood, is our experience with language. We review two ways of thinking about the relationship between language and semantic knowledge: (i) language as mapping onto independently-acquired concepts, and (ii) language as a set of cues to meaning. We highlight some problems with the words-as-mappings view, and argue in favor of the words-as-cues alternative. We then review some surprising ways that language impacts semantic knowledge, and discuss how distributional semantics models can help us better understand its role. We argue that language has an abstracting effect on knowledge, helping to go beyond concrete experiences which are more characteristic of perception and action. We conclude by describing several promising directions for future research. ROLE OF LANGUAGE IN SEMANTIC KNOWLEDGE 3

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Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain

Cited by 63 publications

References 44 publications

Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary

Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary

Human locomotion in languages: Constraints on moving and meaning

From words-as-mappings to words-as-cues: the role of language in semantic knowledge

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