LEARNING WORDS FROM CONTEXT AND DICTIONARIES - AN EXPERIMENTAL COMPARISON
LEARNING WORDS FROM CONTEXT AND DICTIONARIES - AN EXPERIMENTAL COMPARISON
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DOI：
10.1017/s0142716400006901
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发表时间：
1994-12-01
影响因子：
2.1
通讯作者：
FISCHER, U
中科院分区：
文献类型：
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作者：
FISCHER, U
本研究探讨了语境信息和定义信息对词汇学习的独立和交互作用。 学习英语的德国学生要么收到一篇含有不熟悉的英语单词的课文，要么收到他们的单语英语词典条目。 第三组受试者同时获得了文本和字典条目。 受试者在一个英语句子中使用每个目标词，然后将其句子翻译成德语。 译文显示学生是否理解了目标词的含义，并允许指定的理解策略。 接受文本和字典条目的受试者倾向于喜欢字典，因此表现并不比其他实验组的学生好。 受试者从上下文中学习单词，用熟悉的单词代替不熟悉的单词，符合上下文的限制。 词典组的受试者通常用定义的相关部分代替中心词。 词汇错误的发生有不同的原因：字典条件下的替换不受上下文的约束;文本条件下的替换不受上下文的充分约束。 该研究表明，有关单词使用的上下文的信息对于获得对单词含义的充分理解至关重要。
This research investigates the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group of subjects were given both text and dictionary entries. Subjects used each target word in an English sentence and then translated their sentences into German. The translations showed whether students had understood the meaning of a target word and permitted the specification of comprehension strategies. Subjects who had received text and dictionary entries tended to favor the dictionary and thus performed no better than students in the other experimental groups. Subjects learning words from context replaced unfamiliar words with familiar words conforming to contextual constraints. Subjects in the dictionary group commonly substituted a relevant part of the definition for the headword. Lexical errors occurred for different reasons: substitutions in the dictionary condition were unconstrained by context; substitutions in the text condition were not sufficiently constrained by context. The study shows that information about the contexts in which words are used is crucial for acquiring an adequate understanding of word meanings.1