Chapter 4. Using priming to explore early word learning
Chapter 4. Using priming to explore early word learning
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第 4 章 使用启动探索早期单词学习
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Amanda Cheung
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作者：
John N. Williams;Amanda Cheung
目前词汇学习的观点表明，第二语言(L2)单词最初继承了它们的第一语言(L1)翻译等价物的意思。我们描述了一系列实验，通过检查新学习的单词的语义启动来检验这一想法。这些词自动激活的意义方面是通过操纵主目标关系的性质来探索的。虽然存在明显的语义启动效应，但并不是所有类型的语义关系都支持启动。研究条件的变化导致我们提出了一种词汇学习的情景观点，在这种观点中，新学习的单词不仅继承了第一语言的意义，而且与他们学习时活跃的意义方面有关。我们讨论了它对词汇教学的启示，特别是通过使用翻译等值法。
Current views of vocabulary learning imply that second language (L2) words initially inherit the meaning of their first language (L1) translation equivalents. We describe a series of experiments that test this idea by examining semantic priming from newly learned words. The aspects of meaning that these words automatically activate were probed by manipulating the nature of the prime-target relationship. Although there were clear semantic priming effects, not all types of semantic relationship supported priming. The effects of variations in study conditions lead us to suggest an episodic view of word learning in which newly learned words do not simply inherit L1 meanings, but rather are associated with the aspects of meaning that were active at the time they were learned. We discuss the implications for teaching vocabulary, especially through the use of translation equivalents.