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Autor/in | Mondria, Jan-Arjen |
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Titel | The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. An experimental comparison of the "Meaning-Inferred Method" and the "Meaning-Given Method". |
Quelle | In: Studies in second language acquisition, 25 (2003) 4, S. 473-499Infoseite zur Zeitschrift |
Beigaben | Anhang; Literaturangaben; Grafiken; Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0272-2631 |
Schlagwörter | Empirische Forschung; Gedächtnis; Lernmethode; Vergleichende Analyse; Wortschatzarbeit; Vokabellernen; Zweitsprachenerwerbsforschung; Französisch; Niederländisch; Bedeutung; Effizienz |
Abstract | The study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning ("meaning-inferred method") leads to better retention than one in which the meaning of unknown words is given in the form of a translation so that learners can immediately start memorizing ("meaning-given method"). Additionally, the learning effect of the various stages of the meaning-inferred method (inferring, verifying, and memorizing) was investigated. In all cases the amount of time invested was recorded. The most important findings were: (a) The meaning-inferred method leads to a similar level of retention as the meaning-given method, but the former is considerably more time-consuming and therefore less efficient; and (b) each separate stage of the meaning-inferred method leads to retention, but the learning effect of memorizing is the greatest, and the learning effect of verifying is about the same as that of inferring. (Verlag, adapt.). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2023/1 |