The Single Exposure

2004 ◽  
Vol 13 (4) ◽  
pp. 316-328 ◽  
Author(s):  
Stacy A. Wagovich ◽  
Marilyn Newhoff
Keyword(s):  
Language Skills ◽  
Sixth Grade ◽  
Lexical Entry ◽  
Word Knowledge ◽  
Critical Aspect ◽  
Single Exposure ◽  
Part Of Speech ◽  
Knowledge Growth ◽  
Partial Word ◽  
Normal Language

A critical aspect of the assessment of children's word learning processes is the examination of word knowledge growth over time. The purpose of this study was to examine the types of partial word knowledge (PWK) growth that occurred from 1 exposure to unfamiliar words in text, taking into account the roles of part of speech and individual language skills. Sixth-grade children with normal language read stories containing unfamiliar nouns and verbs. The children then completed 2 tasks to assess PWK. Results were that at least 1 type of PWK developed: knowledge that a word exists as a lexical entry in the language. Part of speech appeared to play a role; significant PWK at posttest was apparent for verbs but not for nouns. Children's language skills did not appear to impact the amount of PWK demonstrated at posttest.

scholarly journals Semantic–Syntactic Partial Word Knowledge Growth Through Reading

2015 ◽  
Vol 24 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Stacy A. Wagovich ◽  
Margaret S. Hill ◽  
Gregory F. Petroski
Keyword(s):  
Language Skills ◽  
Word Knowledge ◽  
School Age ◽  
Partial Knowledge ◽  
Language Abilities ◽  
Standard Score ◽  
Multiple Exposures ◽  
Knowledge Growth ◽  
Partial Word ◽  
Over Time

Purpose Incidental reading provides a powerful opportunity for partial word knowledge growth in the school-age years. The extent to which children of differing language abilities can use reading experiences to glean partial knowledge of words is not well understood. The purpose of this study was to compare semantic–syntactic partial word knowledge growth of children with higher language skills (HL group; overall language standard scores of 85 or higher) to that of children with relatively lower language skills (LL group; overall receptive or expressive standard score below 85). Method Thirty-two children, 16 per group, silently read stories containing unfamiliar nouns and verbs 3 times over a 1-week period. Semantic–syntactic partial word knowledge growth was assessed after each reading and 2–3 days later to assess retention. Results Over time, both groups showed significant partial word knowledge growth, with the HL group showing significantly more growth. In addition, both groups retained knowledge several days later. Conclusion Regardless of language skill level, children benefit from multiple exposures to unfamiliar words in reading in their development and retention of semantic–syntactic partial word knowledge growth.

scholarly journals Partial Word Knowledge and Vocabulary Growth during Reading Comprehension

1997 ◽  
Vol 29 (4) ◽  
pp. 531-553 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Steven A. Stahl ◽  
Elisabeth L. McFalls
Keyword(s):  
Elementary School Children ◽  
Fourth Graders ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Control Vocabulary ◽  
Story Reading ◽  
Part Of Speech ◽  
Vocabulary Growth ◽  
Partial Word ◽  
Unknown Words

The experiment investigated the development of vocabulary knowledge in elementary school children as a function of story reading for partially known and unknown words. Fourth graders participated in a vocabulary checklist in which they provided definitions or sentences for words they knew (known words) and checked off words they did not know the meaning of but were familiar with (partially known words). Children then read stories containing some of these words. The remaining words served as a control. Vocabulary growth was small but even for both partially known and unknown words. However, the characteristics of the words being learned themselves (particularly, part of speech and concreteness) were more important in determining this growth than aspects of the texts.

Pragmatics and SLI

1993 ◽  
Vol 36 (4) ◽  
pp. 777-789 ◽  
Author(s):  
Holly K. Craig ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Receptive Language ◽  
Chronological Age ◽  
Specific Language ◽  
Language Status ◽  
Pragmatic Research ◽  
Normal Language ◽  
Mean Length Of Utterance

Selected discourse behaviors of children with specific language impairment (SU) presenting expressive (E:SLI) or combined expressive-receptive deficits (E-R:SLI) were compared to each other and to chronological age-mates and younger mean length of utterance (MLU)-matched children with normal-language skills. The two SLI subgroups varied from each other on specific measures of tum-taking and cohesion. These findings imply the need for future normative work with SLI subgroups differing in receptive skill, and indicate that, in the interim, pragmatic research with this population will need to consider potential effects of receptive language status when interpreting variations in outcomes for discourse-based variables.

scholarly journals The learnability of word knowledge aspects in Thai EFL high school learners

2021 ◽  
Vol 17 (1) ◽  
pp. 34-55
Author(s):  
Worakrit Nontasee ◽  
Apisak Sukying
Keyword(s):  
High School ◽  
High School Students ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
School Students ◽  
Future Studies ◽  
Knowledge Growth ◽  
The Relationship

This study investigated the learnability of multiple word knowledge aspects and the relationship between the word knowledge aspects. A total of 261 Thai high school students were measured on receptive and productive word knowledge aspects: word parts, the form-meaning link, and collocations. The current findings indicated that word parts are acquired first, followed by the form-meaning link and collocations, which suggest the receptive and productive continuum of learning word knowledge aspects. The present results also indicated an interdepended association between word knowledge aspects. Overall, the findings suggest receptive and productive knowledge of word knowledge aspects is an essential underpinning for vocabulary knowledge growth. Recommendations for future studies are also discussed.

Brain Morphology in Children With Specific Language Impairment

1997 ◽  
Vol 40 (6) ◽  
pp. 1272-1284 ◽  
Author(s):  
Laurie M. Gauger ◽  
Linda J. Lombardino ◽  
Christiana M. Leonard
Keyword(s):  
Left Hemisphere ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Brain Morphology ◽  
Planum Temporale ◽  
Specific Language ◽  
Normal Language ◽  
Pars Triangularis ◽  
The Right

The planum temporale and pars triangularis have been found to be larger in the left hemisphere than the right in individuals with normal language skills. Brain morphology studies of individuals with developmental language disorders report reversed asymmetry or symmetry of the planum, although the bulk of this research has been completed on adults with dyslexia. Pars triangularis has not been studied in the developmental language impaired population. In this study, magnetic resonance imaging (MRI) was used for quantitative comparisons of the planum temporale (Wernicke’s area) and pars triangularis (Broca’s area) in children with specific language impairment (SLI) and children with normal language skills. The subjects were 11 children with SLI and 19 age- and sex-matched controls between 5.6 and 13.0 years old. Each subject received a neurolinguistic battery of tests and a high resolution volumetric MRI scan. Major results were that (a) pars triangularis was significantly smaller in the left hemisphere of children with SLI, and (b) children with SLI were more likely to have rightward asymmetry of language structures. Furthermore, anomalous morphology in these language areas correlated with depressed language ability. These findings support the hypothesis that language impairment is a consequence of an underlying neurobiological defect in areas of the brain known to subserve language.

Assessing the Effects of Word Exposure Frequency on Incidental Vocabulary Acquisition from Reading and Listening

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Chen Xiaoning ◽  
Teng Feng
Keyword(s):  
Foreign Language ◽  
Word Processing ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
New Words ◽  
Exposure Frequency ◽  
Form Recognition ◽  
Incidental Vocabulary ◽  
Partial Word ◽  
Efl Students

AbstractThis study investigated the effects of the frequency at which English as a foreign language (EFL) students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants’ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate word processing is needed. Relevant implications for teaching and learning vocabulary are discussed.

Covert morphological structure and the processing of zero-derived words

2016 ◽  
Vol 11 (2) ◽  
pp. 186-215 ◽  
Author(s):  
Jeannique Darby ◽  
Aditi Lahiri
Keyword(s):  
Mixed Model ◽  
Morphological Structure ◽  
Lexical Entry ◽  
Morphological Processing ◽  
Alternative View ◽  
Word Class ◽  
Wide Spread ◽  
Part Of Speech ◽  
Spread Pattern ◽  
The Relationship

English makes use of a wide-spread pattern of word class alternation known as ‘zero-derivation.’ This involves pairs of homophonous forms which are semantically related, yet differ in part-of-speech (e.g. a knot vs. to knot). Many theories have been proposed to describe the relationship between these forms, with some proposing that to knot is covertly derived from a knot in the same way as government is from govern; an alternative view is that these pairs are instead two forms of a single lexeme with no inherent word class. We explore these claims in the context of morphological processing, using three delayed priming lexical decision tasks. The results suggest that some pairs are in a covert derivational relationship, in which the derived form is morphologically more complex than the base. However, not all such pairs are related this way, as some instead behave like inflectional relatives belonging to a single, underspecified lexical entry. Together, the experiments offer support for a mixed model, in which the grammar distinguishes between different kinds of zero-related pairs based on their underlying morphological relationships – a covert distinction to which morphological processing may be sensitive.

scholarly journals Partial word knowledge in the absence of recall

2013 ◽  
Vol 41 (7) ◽  
pp. 967-977 ◽  
Author(s):  
Alan S. Brown ◽  
Christopher N. Burrows ◽  
Kathryn Croft Caderao
Keyword(s):  
Word Knowledge ◽  
Partial Word

scholarly journals Muhadarah dan Eskalasi Kecerdasan Linguistik

2020 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Finy Fitriani
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Language Skills ◽  
School Teacher ◽  
Field Research ◽  
Sixth Grade ◽  
Average Score ◽  
Student Activities ◽  
School Year ◽  
School Based

The purpose of this study was to (1) describe the implementation of Muhadarah student activities in grade VI Islamic Arrisalah Slahung Ponorogo school year 2018/2019, (2) describe the linguistic intelligence of class VI Islamic Arrisalah Slahung Ponorogo students in 2018/2019 academic year in muhadarah activities.This type of research uses field research with a qualitative approach methodology. The study was conducted in grade VI of Arrisalah Slahung Ponorogo Islamic Elementary School with data collection procedures through observation, interviews, and documentation. The main data in the form of the contents of the video of the student Muhadarah that has been transcribed along with photos of the activities of the Muhadarah implementation. The subjects of the study were grade VI students and Arrisalah Islamic elementary school teachers. While the object of research is the linguistic intelligence of female students in grade VI Islamic elementary school Arrisalah Slahung Ponorogo. In this study the informants were the staff of the Arrisalah Islamic Elementary School teacher and the sixth grade guardian of Islamic Arrisalah Elementary School. Based on the results of data analysis, it can be concluded that (1) The implementation of muhadarah begins with the preparation of the text first, then corrects it to the supervisor. After completing the muhadarah activity, the supervisor evaluates and comments related to the performance displayed by the students, then continues by appointing several students who will be on duty for the following week. The assessment results for the six students who have performed the best speech are in the vocabulary and material aspects, with the average score is 4 to 5. While in other aspects there are still those who get a score of 3. (2) Language skills in the speaking aspects of the sixth grade students at SD Islam Arrisalah Slahung Ponorogo, the majority are good, can decipher and arrange words into effective sentence. With the existence of muḥā kegarah excitement held at this school can increase and improve linguistic intelligence/ language skills in aspects of their speech to be even better. The muhadarah activity is not only to improve language skills in speaking but also in writing, because before the children deliver their speeches in front of their class they first write the text and then memorize it.

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