2014, ISBN: 9783631650103

Frankfurt, M, Lang-Ed, XVI, 299 S. ; 22 cm Pp. Tadelloses Exemplar. - CONTENTS -- CHAPTER 1 INTRODUCTION 1 -- 1.1 The identification of the research gap 1 -- 1.2 The general objective of … Más…

Frankfurt, M, Lang-Ed, XVI, 299 S. ; 22 cm Pp. Tadelloses Exemplar. - CONTENTS -- CHAPTER 1 INTRODUCTION 1 -- 1.1 The identification of the research gap 1 -- 1.2 The general objective of the research 7 -- 1.3 Theoretical support 8 -- 1.4 Hypotheses and methodology 12 -- 1.5 The organization of the book 14 -- CHAPTER 2 HUMAN CATEGORIZATION 15 -- 2.1 The nature of categorization 15 -- 2.2 Studies on categorization: From classical theory to -- cognitive approach 16 -- 2.2.1 The classical theory of categorization 16 -- 2.2.2 Problems with the classical theory of categorization 17 -- 2.2.3 The shift from the classical to the cognitive approach 19 -- 2.3 The theory of prototypes and basic-level categories 19 -- 2.3.1 The principles of categorization and -- the categorization system 20 -- 2.3.2 Asymmetries in concept categorization along vertical -- and horizontal dimensions 21 -- 2.4 Summary 33 -- CHAPTER 3 CATEGORIZATION AND LI VOCABULARY -- LEARNING 1 35 -- 3. 1 Categorization: The cognitive foundation for word meaning 35 -- 3.1.1 A conceptual model of word meaning: A connection -- between words and concepts 36 -- 3.1.2 A conceptual model of word learning: Associating -- words with concepts 37 -- 3.1.3 An implication of categorization as the cognitive -- foundation for word meaning 39 -- 3. 2 Empirical evidence for the characteristics of concept -- categorization in LI vocabulary learning and use 39 -- 3.2.1 The basic-level effect in LI vocabulary learning and use 39 -- 3.2.2 The prototypicality effect in LI vocabulary learning -- and use 42 -- 3.3 Summary 45 -- CHAPTER 4 A CONCEPTUAL MODEL OF L2 VOCABULARY -- LEARNING 47 -- 4.1 Differences between L2 vocabulary learning and -- LI vocabulary learning 47 -- 4.2 The association between L2 labels and concepts 48 -- 4.2.1 The major debates in terms of the L2 -- word-concept associations 48 -- 4.2.2 The word-association versus concept-mediation debate 51 -- 4.2.3 The LI-concept versus L2-concept mediation debate 58 -- 4.2.4 A tentative model of L2 word learning from -- the conceptual approach perspective 65 -- 4.3 The notion of a single conceptual system in L2 learners'minds 69 -- 4.4 Summary 72 -- CHAPTER 5 EXPERIENTIALISM 73 -- 5.1 The embodiment of concepts 73 -- 5.2 The cognitive view of categorization revisited: The theory of -- prototypes and basic-level categories 77 -- 5.3 Possible universalities across conceptual systems 79 -- 5.4 Sources of differences between conceptual systems 81 -- 5.5 Theoretical predictions for the role of the Ll-based patterns of -- concept categorization in L2 vocabulary learning 87 -- CHAPTER 6 THE BASIC-LEVEL EFFECT AND L2 VOCABULARY -- LEARNING 93 -- 6.1 Introduction 93 -- 6.2 The experiment 93 -- 6.2.1 The working hypothesis and experiment design 93 -- 6.2.2 Participants 94 -- 6.2.3 Stimuli and procedure 95 -- 6.2.4 Data conversion 98 -- 6.3 Results and discussion 99 -- 6.3.1 Frequencies of response types within groups 99 -- 6.3.2 Frequencies of responses at the levels of categorization -- within label sets 103 -- 6.3.3 Attempts at reproducing English labels within -- individual word sets 106 -- 6.4 A summary of the findings 108 -- 6.4.1 Responses within groups 108 -- 6.4.2 Responses within label sets 109 -- 6.4.3 Attempts at reproducing English labels 109 -- CHAPTER 7 THE PROTOTYPICALITY EFFECT AND -- L2 VOCABULARY LEARNING 111 -- 7.1 Introduction Ill -- 7.2 The working hypothesis and experiment design Ill -- 7.3 Normative study: Determining prototypicality norms for -- native speakers of Chinese 112 -- 7.3.1 Participants 112 -- 7.3.2 Materials 113 -- 7.3.3 Procedure 114 -- 7.3.4 Results 116 -- 7.3.5 Reliability 117 -- 7.4 A no-cued English-word-learning and immediate cued-recall -- task: The function of the LI-based prototypicality in a cued- -- recall task with new L2 words 119 -- 7.4.1 Participants 119 -- 7.4.2 Stimuli materials and procedure 120 -- 7.4.3 Data conversion 124 -- 7.4.4 Results and discussion 125 -- 7.4.5 A summary of the findings in the no-cued English-word- -- learning and immediate cued-recall task 129 -- 7.5 A no-cue-at-input but cued-at-output English word immediate -- recall task: The function of the LI-based prototypicality in a -- cued-recall task with well-known L2 words 131 -- 7.5.1 Participants 131 -- 7.5.2 Stimuli materials 131 -- 7.5.3 Procedure 134 -- 7.5.4 Data conversion and analyses 135 -- 7.5.5 Results and discussion 136 -- 7.6 Conclusion 142 -- CHAPTER 8 CULTURE-SPECIFIC PROTOTYPICALITY EFFECT -- AND L2 VOCABULARY LEARNING 145 -- 8.1 Introduction 145 -- 8.2 The working hypothesis and experiment design 146 -- 8.3 Normative study: Identification of cultural variations -- in prototypicality norms 147 -- 8.3.1 Sense collection: A free sense-listing task 149 -- 8.3.2 Normative study: A prototypicality rating task 151 -- 8.4 A no-cued English-word-leaming and immediate cued-recall -- task: The function of the culture-based prototypicality -- in a cued-recall task with new L2 words 170 -- 8.4.1 Participants 170 -- 8.4.2 Material 170 -- 8.4.3 Procedure 173 -- 8.4.4 Data conversion and analysis 175 -- 8.4.5 Results and discussion 176 -- 8.5 A cued-English-word-memory and immediate cued-recall -- task: The function of the culture-based prototypicality -- in a cued-recall task with well-known L2 words 197 -- 8.5.1 Participants 197 -- 8.5.2 Materials 197 -- 8.5.3 Procedure 201 -- 8.5.4 Data conversion and analysis 202 -- 8.5.5 Results and discussion 203 -- 8.6 Conclusion 219 -- CHAPTER 9 CONCLUSION 221 -- 9.1 Major findings and pedagogical implications 221 -- 9.1.1 Discussions about the presence of the basic-level effect -- and the prototypicality effect in L2 vocabulary learning 222 -- 9.1.2 A discussion of all the findings 226 -- 9.1.3 The pedagogical implications of the findings 228 -- 9.2 The contributions of the present research 232 -- 9.2.1 Theoretical contributions 232 -- 9.2.2 Pedagogical contributions 234 -- 9.3 Limitations of the research and suggestions for future research 235 -- 9.3.1 Limitations of the research 235 -- 9.3.2 Suggestions for future research 236 -- BIBLIOGRAPHY 237 -- APPENDIXES 257 -- Appendix 6.1 A sample of the learning material 256 -- Appendix 6.2 A sample of the testing material 256 -- Appendix 6.3 The Answer Sheet for the picture-naming task 258 -- Appendix 6.4 The instructions for the picture-accompanied English -- vocabulary learning task for Groups 1-4 and Group 5 259 -- Appendix 7.1 A sample of the 14 superordinate categories and their -- respective instances used in the normative study of the -- prototypicality rating task 261 -- Appendix 7.2 The instructions for the English-word-learning and -- immediate cued-recall task 262 -- Appendix 7.3 A sample of the presentation of the target English -- words in the word presentation section 263 -- Appendix 7.4 A sample of the arithmetic calculation in the English- -- word-learning and immediate cued-recall task 263 -- Appendix 7.5 A sample of the presentation of the retrieving cue in -- the English-word-learning and immediate cued-recall task 263 -- Appendix 7.6 A sample of the Answer Sheet for the English-word- -- learning and immediate recall task 264 -- Appendix 7.7 A 72-English-word vocabulary survey 265 -- Appendix 7.8 A 52-English-word vocabulary survey 266 -- Appendix 8.1 An open-ended questionnaire designed for -- the collection of senses 267 -- Appendix 8.2 A detailed description of the specific senses collected -- from the free sense-generation task and a check of OED online 271 -- Appendix 8.3 A sample of the rating booklets 280 -- Appendix 8.4 The exact mean prototypicality score for each -- instance in the 17 categories 282 -- Appendix 8.5 The instructions for the English-word-learning and -- immediate cued-recall task 290 -- Appendix 8.6 A sample of the to-be-learned word list -- for the English-word-learning and immediate cued-recall task 291 -- Appendix 8.7 A sample of the arithmetic calculations for the -- English-word-learning and immediate cued-recall task 291 -- Appendix 8.8 A sample of the Answer Sheet for the English-word- -- leaming and immediate cued-recall task 291 -- Appendix 8.9 The category items from the 15 categories which met -- the first criterion 292 -- Appendix 8.10 A 91-English-word vocabulary survey 295 -- Appendix 8.11 The instructions for the cued-English-word-memory -- and immediate cued-recall task 297 -- Appendix 8.12 The Answer Sheet in the cued-English-word-memory -- and immediate cued-recall task 298 -- Appendix 8.13 A 66-English-word vocabulary survey for the cued- -- English-word-memory and immediate cued-recall task 298 ISBN 9783631650103Linguistik [Fremdsprachenlernen ; Vokabellernen ; Begriffsbildung, Sprache, Linguistik] 2014, [PU: Lang, Frankfurt am Main/Berlin/Bern/Bruxelles/New York/Oxford/Wien]<

2014, ISBN: 9783631650103

Pasta dura

Peter Lang GmbH, Internationaler Verlag der Wissenschaften, Gebundene Ausgabe, Auflage: 1, 315 Seiten, Publiziert: 2014-06-23T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: illustrations… Más…

Peter Lang GmbH, Internationaler Verlag der Wissenschaften, Gebundene Ausgabe, Auflage: 1, 315 Seiten, Publiziert: 2014-06-23T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: illustrations, 0.58 kg, Linguistik, Sozialwissenschaft, Kategorien, Bücher, Bewegungen & Epochen, Literaturgeschichte & -kritik, Literatur & Fiktion, Englische & Irische Literatur, Europäische Literatur, Regionen & Kulturkreise, Lektüre- & Interpretationshilfen, Schule & Lernen, Sprachunterricht Allgemein, Fremdsprachen & Sprachkurse, Unterrichtsmethoden, Sprachentwicklung & -erwerb, Kinder & Sprache, Eltern & Kinder, Ratgeber, Sprachen lernen, Bildung & Nachschlagewerk, Kinderbücher, Jugendbücher, Fremdsprachige Bücher, Featured Categories, Englische Bücher, 7c9a6c79-19ea-4dea-90da-d7d47042d341_2301, 7c9a6c79-19ea-4dea-90da-d7d47042d341_0, Arborist Merchandising Root, Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2014<