Het Afleiden Van de Betekenis Van Vreemdtalige Woorden Uit de Context

1989 ◽  
Vol 34 ◽  
pp. 13-25
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Incidental Learning ◽  
Word Meaning ◽  
Multiple Choice ◽  
Low Frequency ◽  
Learning Task ◽  
Intentional Learning ◽  
Experimental Conditions ◽  
Unknown Word ◽  
Word Forms ◽  
Unknown Words

This research focused on the incidental learning of the meaning of new word forms occurring in a reading passage. In five experiments, a comparison was made of the retention effects of several ways to orient readers to the meaning of twelve new word forms ("targets"), occurring in a reading passage, containing otherwise simple vocabulary. In all experiments the same four-page Dutch reading passage was used (on the role of advertisement agencies). In experiments I, III, and V, the targets were 12 Dutch low frequency verbs. Subjects in these experiments were adult intermediate learners of Dutch as a second language (65, 45, and 35 Ss respectively). In experiments II and IV, these Dutch verbs were replaced by twelve pseudo-verbs. Subjects in these two experiments were adult Dutch native speakers (98 and 52 Ss respectively). In the margin of the text various sorts of cues were given, orienting the readers in various ways to the meaning of the targets. The following orienting cues (experimental conditions) were compared: (1) Translation: Translation of the target into LI (Exp. I), (2) Synonym: Dutch synonym of the target (Exp. II-V), (3) Context: a sample sentence providing a concise and highly specific context for the target's meaning (Exp. I and II), (4) Multiple Choice: four (Exp. I-III) or two (Exp. IV-V) verbs to choose from, one verb being a correct synonym, the other verbs giving wrong meanings (distractors), and (5) Control: absence of cue (Exp. I-II). In all five experiments Ss read the text and answered six multiple-choice comprehension questions, each question pertaining to the meaning of one or two paragraphs. This reading-for-comprehension task was unexpectedly followed by some posttests, eliciting knowledge of the twelve targets (incidental learning). In experiments IV and V half of the Ss were informed that retention tests were to follow the reading task (intentional learning). The results of these five experiments and the conclusions drawn from them can be summarized as follows: 1. The retention of word meanings in a truly incidental task is very poor indeed. The chance that readers will remember the meaning of an unknown word, occurring once in the text, is minimal. 2. The presence of an orienting cue enhances word meaning retention, as compared to the absence of an orienting cue. In the latter case, readers often spontaneously infer a wrong (although possible) meaning. 3. From 2 it follows that in language pedagogy one should try to assess the differential effect of various orienting cues, rather than compare giving the meaning to the reader/learner (cue presence) with having the reader/learner infer the meaning without any help (cue absence). 4. A comparison between the Multiple Choice and the Synonym conditions showed in three out of four experiments that the former had a higher retention effect than the latter in an incidental (as opposed to intentional) learning setting. With the multiple-choice procedure, however, there is a chance that the readerAearner infers a wrong meaning (distractor). This procedure should therefore only be used in the classroom, with immediate feedback from the teacher. For unguided reading/learning at home, the synonym (or translation) procedure seems to be more appropriate. 5. The results of these experiments provide modest evidence for a mental effort hypothesis. The net retention effect (i.e. in an incidental learning task) of conditions in which the meaning of unknown words must be inferred by the reader/earner is higher than of conditions in which the meaning is given. However, as said under 4, it is assumed that language teachers will generally opt for the safer procedure of giving the meaning of an unknown word, rather than for the (somewhat) more effective procedure of having the reader/learner infer the meaning.

Morphological Knowledge as an Aid to Word Learning: A Cross-Situational Word Learning Study

2021 ◽  
Author(s):  
Sara Finley
Keyword(s):  
Word Learning ◽  
Word Meaning ◽  
Learning Task ◽  
Artificial Language ◽  
Initial Training ◽  
Experimental Conditions ◽  
Morphological Knowledge ◽  
Semantic Categories ◽  
English Speaking ◽  
Morphological Cues

The present study explores morphological bootstrapping in cross-situational word learning. Adult, English-speaking participants were exposed to novel words from an artificial language from three different semantic categories: fruit, animals, and vehicles. In the Experimental conditions, the final CV syllable was consistent across categories (e.g., /-ke/ for fruits), while in the Control condition, the endings were the same, but were assigned to words randomly. After initial training on the morphology under various degrees of referential uncertainty, participants were given a cross-situational word learning task with high referential uncertainty. With poor statistical cues to learn the words across trials, participants were forced to rely on the morphological cues to word meaning. In Experiments 1-3, participants in the Experimental conditions repeatedly outperformed participants in the Control conditions. In Experiment 4, when referential uncertainty was high in both parts of the experiment, there was no evidence of learning or making use of the morphological cues. These results suggest that learners apply morphological cues to word meaning only once they are reliably available.

Personality and Motivational Factors on an Intentional-Incidental Learning Task

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1315-1320 ◽  
Author(s):  
Paul N. Dixon ◽  
Audrey E. Cameron
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Achievement Motivation ◽  
Incidental Learning ◽  
Learning Task ◽  
Intentional Learning ◽  
High Motivation ◽  
Academic Achievement Motivation ◽  
Learning Correlations ◽  
Personality Construct

Locus of control, other-direction, and academic achievement motivation were investigated as a function of acceptance of motivational cues in intentional-incidental learning. Correlations among the three personality constructs were also calculated. The subjects were 134 college students studied under high and low learning motivation for each personality construct. It was hypothesized that high academic achievement motivation would be associated with increased intentional learning and that internal subjects would have consistent intentional and incidental learning under both levels of motivation. The externals, accepting experimenter's instructions, would show a funneling effect toward greater intentional learning under high motivation with corresponding decreases in incidental learning. No significant differences on the learning task by locus of control or other-direction were found. Subjects high in achievement motivation performed significantly better on the intentional task than those low in achievement motivation. The highly motivated group performed significantly better than those who were low on the incidental task, suggesting that the motivation may focus the subject's attention toward embedded incidental cues. Significant intercorrelations were obtained among the three personality constructs.

Verschillen Tussen Leerlingen ten Aanzien Van Woordverwerving en Leesstrategieen

1990 ◽  
Vol 37 ◽  
pp. 51-58
Author(s):  
Carolien Schouten-van Parreren
Keyword(s):  
Reading Strategies ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Target Language ◽  
Sentence Structure ◽  
Unknown Word ◽  
Word Forms ◽  
Unknown Words ◽  
The Individual ◽  
Intensive Reading

Within the larger framework of a project on Mixed Ability Teaching, a qualitative experiment was carried out with respect to the individual differences between pupils of very different ability ranges, when learning French. This experiment was meant to gain insight into the nature of the differences concerning vocabulary learning and reading strategies. 69 pupils (12-15 year) pupils of very different ability ranges (but being educated together) were presented with a variety of vocabulary learning and reading tasks. They worked individually or in pairs and were requested to think aloud. The following tasks were used: 1) while reading a story, guessing the meaning of unknown words from the context, 2) after having read a story, memorizing the meaning of unknown words by means of vocabulary cards, 3) intensive reading of a relatively difficult illustrated story, 4) recalling the meaning of new words incidentally acquired (or not), while reading a story, 5) doing an exercise, involving different reading strategies. The analysis of the protocol records focused on the causes of the differences between weak and strong pupils. The differences which were found could be related to two relevant general strategies: guessing the meaning of an unknown word from the context and analyzing the word form of an unknown word. The main results were the following: 1) the attention of weak pupils tends to be exclusively drawn by one source of information; weak pupils are not able to integrate information from different sources (advance knowledge, text, word forms, context, illustrations, cues), 2) weak pupils take no account whatsoever of the sentence structure, 3) weak pupils have difficulties in generalizing from a new word to an already known word (in the target language or in the mother tongue). The article concludes with some implications for foreign language teaching.

Influence of Degree of Intentional Learning upon the Performance of an Incidental Task

1965 ◽  
Vol 16 (3) ◽  
pp. 781-785 ◽  
Author(s):  
B. R. Hergenhahn ◽  
Penny Lee
Keyword(s):  
Incidental Learning ◽  
Learning Task ◽  
Intentional Learning ◽  
Task Set ◽  
Additional Information ◽  
Incidental Task

Incidental learning was measured at various stages of intentional learning. Results indicated the best performance on the incidental learning task took place at the initial and terminal stages of intentional learning. It was hypothesized that Ss respond to a number of irrelevant stimuli at the onset of a problem, thereby experiencing more of the problem's incidental aspects. As behavior becomes increasingly dependent upon relevant cues, sampling of the irrelevant (incidental) cues is minimized. Incidental learning decreases, therefore, Ss training increases. This process occurs to a point, then reverses. When the task set by E is seen as mastered, S begins seeking additional information from the stimuli present, resulting again in considerable incidental learning. The results and proposed explanations were believed to be in accordance with an earlier study by Bahrick (1957).

scholarly journals Learning new word meanings from story reading: the benefit of immediate testing

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11693
Author(s):  
Rachael C. Hulme ◽  
Jennifer M. Rodd
Keyword(s):  
Incidental Learning ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Multiple Choice ◽  
Cued Recall ◽  
Intentional Learning ◽  
Word Meanings ◽  
Story Reading ◽  
New Meanings

This study investigated how word meanings can be learned from natural story reading. Three experiments with adult participants compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 h later. Results for both measures showed higher accuracy for intentional learning, which was also more time efficient than incidental learning. However, there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 h. It was possible that retrieval practice at the immediate test may have aided learning and improved memory of new word meanings 24 h later, especially for the incidental story reading condition. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests were each individually sufficient to enhance retention compared to having no immediate test (Experiment 3), with a larger learning boost from multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.

scholarly journals Real world word learning: Exploring the development of children’s lexical representations

2020 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Asimina M. Ralli ◽  
Julie E. Dockrell
Keyword(s):  
Word Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Lexical Knowledge ◽  
Experimental Conditions ◽  
Generation Task ◽  
Semantic Domain ◽  
Unknown Words ◽  
Target Words

The ability to acquire new words draws on cognitive, linguistic and socialcompetencies. Assessments of lexical acquisition are often limited to studies using multiple choice comprehension measures in contrived experimental contexts. To address these limitations the current study assessed the ways in which children developed their semantic representations of animal and artefact terms. Children differed in their knowledge of the target terms and experienced different linguistic exposures over a four week period. One hundred and thirty preschool children (mean age = 5;6) were randomly assigned to five conditions (one control and four experimental conditions). For the control and the phonological group, the knowledge children acquired about the target words was assessed at two points, baseline and at a three week follow up. For the remaining experimental groups their understanding of the terms was assessed at five points in time (baseline, 1st week, 2nd week and 3rd week post test). A range of assessment tasks were used to assess lexical knowledge: confrontational naming, multiple choice comprehension measures, sorting, short questions, identification of relations, (association task) definitions and a story generation task. Children’s word knowledge from the different conditions/groupswas compared across tasks and time. The analysis focused on the depth and breadth of knowledge that the children acquired for the target words. Independent variables included previous knowledge of the target words, lexical knowledge of other words from the same semantic domain, semantic domain of the target words and type of lexical exposure. There were subtle and complex effects of the different exposure contexts for word learning. Children’s performance was significantly better for items that were partially represented than for the unknown words. Children’s existing vocabulary knowledge for animals was positively correlated with the acquisition of the target words describing animals. However, this was not the case for artefacts. Theassessments of word knowledge revealed different aspects of depth in lexical knowledge.

scholarly journals Learning new word meanings from story reading: The benefit of immediate testing

2021 ◽  
Author(s):  
Rachael Catherine Hulme ◽  
Jennifer M Rodd
Keyword(s):  
Incidental Learning ◽  
Testing Effect ◽  
Multiple Choice ◽  
Cued Recall ◽  
Intentional Learning ◽  
Word Meanings ◽  
Story Reading ◽  
New Meanings ◽  
Task Conditions

This study investigated how word meanings can be learned from natural story reading. Three experiments compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 hours later. Results showed that intentional learning was more efficient, but there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 hours. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests enhanced retention individually (Experiment 3), with better performance for multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Is L2 vocabulary learned better via context or via translation?

2018 ◽  
Vol 2 (1) ◽  
pp. 39-60
Author(s):  
Michael John Alroe ◽  
Heyo Reinders ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Incidental Learning ◽  
Intentional Learning ◽  
Time On Task ◽  
Translation Group ◽  
Gap Filling ◽  
Freshmen Students ◽  
Context Group ◽  
Comprehensible Input ◽  
Post Test ◽  
L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

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