模块化教学背景下电子化学习方式的运用研究——以日语词汇自主学习为例

近年来,学生自主学习热潮方兴未艾,传统的学习方式已无法满足学习者的需求。随着电子媒介和现代化手段的发展,在教育方面也逐渐成为主流,特别是电子词典的普及对学生的词汇学习有着巨大的影响。本研究以合肥地区四所院校的日语专业学习者为对象,考查电子化学习方式在日语词汇学习中的运用情况,发现其中的问题,从自主学习和外语教学的角度提出具体解决方案。     

日语中级学习者共同阅读活动的实践研究

本研究为日语中上级学习者共同阅读活动实践研究的一环.依据建构主义等理论,进行了五次中级学习者的共同阅读活动.学习者之间的谈话分析表明:在此过程中实现了对语言知识的学习,可见学习者为主体的学习方式.     

日语精读课中词汇学习的活动设计方案

为改变日语精读课中教师单方向传授知识的现状,本文以精读课中词汇学习环节为对象,对其指导方法进行了设计和论述,提出了在课前要求学习者自学,在课上通过设置任务型课题进行考察来促使学习者掌握新单词的构想,并对任务型的词汇课题做了具体的阐述。     

基于APP的大学日语学习词汇探索

本研究以江苏省常熟理工学院日语专业大二大三学习者为对象,通过纸质问卷调查,了解日语词汇学习现状以及APP使用情况,探索出基于APP学习词汇的新模式,创建一款适合日语学习者的词汇类APP,激发日语学习者学习词汇的积极性。     

日语入门阶段词汇教学的几点心得体会

如何在日语入门阶段快速扩大日语词汇量,满足学习者进一步学习和应用的需要,是日语教学者和学习者都十分关心的焦点.笔者根据近几年的教学实践,在本文中和大家交流一下词汇教学中的几点心得体会.     

日语教材编制中的词汇处理

日语教材编制中的词汇处理是一项很细致的工作,从宏观上要把握词汇学习在培养综合语言运用能力过程中的定位,从微观上要根据词汇本身的特点和学习者的学习策略来选择和设计词汇学习的内容和形式。应根据学习的不同阶段,将体系化词汇学习和偶发附带式学习有机地结合起来。在阅读活动中,同义汉字词学习的重点是字形而不是词义。而听力活动中的词汇处理应有利于培养音声与意义的直接链接能力。对多义词的处理应以理论分析为依据,在确定中心词义的基础上通过具体的例句使学习者体会并掌握意义和用法。     

日语词汇学习中的母语负迁移

中文对日语词汇学习的负迁移体现在中文汉字与日语汉字的同形异义引起的学习干扰,中日词汇词性的混同及词汇感情色彩的误读。这种负迁移将会影响学习者对日语词义的理解,在中译日时照搬照套,在日译中时造成误读。认识到日语词汇学习中母语的负迁移,在对比中纠正偏误,这将提高学习者的学习效率。     

日语教学中词汇记忆方法研究

任何一门语言或者说任何一样东西都有其构成根基,而日语的根基实际上是五十音。众所周知,语音阶段都是初、中乃至高级日语学习最为关键的。因为学生初次接触至日语,很多学生都还没有真正形成属于自己的学习方法,因而在学习的首要任务就是记忆,作为老师要帮学习者打下坚实的基础,这就需要老师不断付出更多的学习心血与努力。接下来,本文将根据人大脑的记忆构成从老师与学生这两个角度分析日语词汇的记忆方法。老师在日语学习之初级阶可以试着尝试使用抽象的图片教学方法实施教学,以此指导学生在课堂之后把所学知识能够最大限度的加以巩固与整理,充分熟悉日语语音阶段为学好日语的基石。     

论日语词汇学习中认知策略的运用

词汇学习在语言学习中占有十分重要的地位.日语词汇量不足与日语词汇学习的认知策略不足是制约日语学习者词汇拓展的主要因素.因此,在日语词汇学习中,要掌握语义分类策略、特殊记忆策略、联想记忆策略、语境巩固策略以及循环重复策略等认知策略,并建立系统、完整的词汇学习的认知策略结构.这样,才能有效地认知日语词汇,有效地掌握所学词汇.     

文体学与日语词汇教学

本文通过对日语词汇特点的分析指出同义词、近义词辨析是日语词汇学习的一大难题。建议在词汇教学中引入文体学的概念,并详细分析了日语词汇的文体特征,旨在通过词汇的文体学剖析,帮助日语学习者掌握相近词汇的辨析,从而提高选择和运用词汇的能力。     

The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs.     

Teaching abstract vocabulary with the keyword method: effects on recall and comprehension

Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed.     

Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to better understand the acquisition of novel vocabulary from informational text. Sixty-eight children with reading difficulties in Grades 3–5 were randomly assigned to either vocabulary strategy instruction or traditional comprehension instruction with both groups reading the same set of expository texts. Crossed random-effects models were used to predict item-level variance in vocabulary acquisition. Results indicated main effects for condition favoring vocabulary instruction, child-level predictors (vocabulary and knowledge of the content), and word-level factors (frequency and imageability). One interaction was significant, indicating that students with higher vocabulary scores were more likely to do better when provided vocabulary instruction than students with lower prior vocabulary.     

Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten

Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.     

论以篇章为依托进行词汇教学

学习者词汇量的大小直接影响其听说读写译各项能力的发展。以篇章为依托进行词汇教学有助于提高词汇教与学的成效。本文阐明了以篇章为依托进行词汇教学的心理学基础，并在论述以篇章为依托进行词汇教学的理据之后，提出了相应的教学策略。     

The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals

The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.     

A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth

ABSTRACT

Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of this study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control instruction, for pre-kindergarteners through third-graders in a quasi-experimental pilot study; the vocabulary instruction was embedded in a more broadly focused language-comprehension intervention. Pretest, posttest, and measures of targeted vocabulary were collected over a 21-week period of implementation to investigate children's vocabulary development during the intervention. In general, single- and double-dose instruction resulted in equivalent effects on children's learning of targeted vocabulary, although effect-size estimates were always larger for the double-doses condition relative to single dose. Both were superior to the business-as-usual instruction, with effect-size estimates similar to that seen in the vocabulary-intervention literature. The results of this pilot study suggest that increased instructional time devoted to vocabulary development only may not provide enhanced outcomes for some students, and thus may not be a worthwhile investment of school resources compared to other language-based instruction.     

Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two grade-level novels. Teachers were randomly assigned to either rich vocabulary (treatment) or to business as usual (control). Teachers in the treatment condition allotted 30 minutes per day to the intervention for 14 weeks. Hierarchical linear modeling revealed positive, significant treatment effects on distal and proximal measures of vocabulary and comprehension. However, average distal treatment effects were small (approximate d =.15) compared with proximal effects (approximate d = 1.24). Observations of teachers’ language arts instruction indicated that treatment teachers spent significantly more time on vocabulary and less time on comprehension instruction than did teachers in the control condition. Results support the intensity and depth of the instruction for learning the taught corpus of words, and modest transfer to global vocabulary and comprehension.     

非日语专业学生日语词汇学习策略研究

在语言习得过程中,词汇起着至关重要的作用。非日语专业学生若想提高日语能力水平,词汇量的积累是前提。因此非日语专业学生要学好日语词汇,关键是要明确学习日语词汇的动机和掌握正确的认知策略。本文通过对非日语专业学生日语词汇学习动机的分析,以及日语词汇学习中认知策略与巩固策略的阐述,使非日语专业学生能够有效地认知日语词汇,有效地掌握所学日语词汇。     

Vocabulary learning

This article addresses the question of how to account for the growth in vocabulary knowledge that occurs during the elementary school years. Areas examined include the ways that word meanings are communicated, direct teaching of meanings vocabulary instruction as a part of reading instruction, and deriving and learning word meanings from verbal context. Taken singly, neither direct instruction of meanings nor learning word meanings from context seems to account all that well for the growth in vocabulary that is thought to occur.