Effects of morphological instruction on vocabulary acquisition
Effects of morphological instruction on vocabulary acquisition
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DOI：
10.1007/s11145-009-9172-z
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发表时间：
2010-05-01
影响因子：
2.5
通讯作者：
Kirby, John R.
中科院分区：
文献类型：
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作者：
Bowers, Peter N.;Kirby, John R.
在四、五年级的四个班级中，随机分为治疗组和对照组，研究了以形态词结构为目标的20课时干预对词汇知识的影响。控制初始词汇的层次回归分析显示，形态学分析和直接教授的词汇以及在其他衍生词中教授的基础上建立的新词有显著的教学效果，但对非教授基础的词汇没有显著的教学效果。结果表明，实验组在新词汇学习中更好地利用了测前词汇知识。结果是根据越来越多的争论来讨论的，即是用浅显的方式教很多单词，还是用更少的单词提供深入、丰富的教学。
The effects of a 20-session intervention targeting morphological word structure on vocabulary knowledge were investigated in four Grade 4 and 5 classes, assigned randomly to treatment and control conditions. Hierarchical regression analyses controlling for initial vocabulary showed significant instructional effects on morphological analysis and vocabulary with words that were taught directly and novel words built on bases that were taught in the context of other derivations, but not for words with untaught bases. Results indicated that the treatment group made better use of pre-test vocabulary knowledge in learning new vocabulary. Results are discussed in light of the growing debate regarding whether to teach many words in a shallow way or to provide deep, rich instruction about fewer words.