Deriving word meaning from written context: a process analysis
Deriving word meaning from written context: a process analysis
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DOI：
10.1016/j.learninstruc.2004.12.002
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发表时间：
2005-02-01
影响因子：
6.2
通讯作者：
Fukkink, RG
中科院分区：
文献类型：
--
作者：
Fukkink, RG
本文报道了一项在小学生中进行的关于从第一语言的书面语境中推导词义的过程的研究。对有声思维实验的顺序分析表明，学生们推断出一个或多个含义，检查他们的推断，然后拒绝或接受它们。这些活动是以高度灵活的方式进行的，其顺序也各不相同。聚类分析中出现了四个效果不一样的主要序列。本文最后讨论了教学和有声思维研究的影响。(c)2005爱思唯尔有限公司保留所有权利。
The paper reports on a study among primary-school students of the process of deriving word meaning from written context in a first language. A sequential analysis of think-aloud protocols revealed that the students inferred one or more meanings, checked their inferences and then rejected or accepted them. These activities were performed in a highly flexible manner and their order varied. Four major sequences, which were not equally effective, showed up in a cluster analysis. The paper concludes by discussing implications for instruction and think aloud research. (c) 2005 Elsevier Ltd. All rights reserved.