Examining incidental word learning during reading in children: The role of context
Examining incidental word learning during reading in children: The role of context
复制标题
DOI：
10.1016/j.jecp.2017.08.010
复制
发表时间：
2018-02-01
影响因子：
2.6
通讯作者：
Nation, Kate
中科院分区：
文献类型：
--
作者：
Joseph, Holly;Nation, Kate
从童年中期开始，孩子们每年都会通过阅读学习数百个新单词。然而，人们对这一过程以及词汇习得最大化的情况知之甚少。我们研究了在语义不同的语境中遇到新单词，而不是在语义统一的语境中遇到新单词，是否能促进更好的学习。10岁和11岁的孩子在阅读包含新单词的句子时，他们的眼球运动被监控。结果显示，所有孩子的阅读时间都比暴露在户外的时间短，尤其是那些阅读理解能力强的孩子。在语义多样化和统一语境中遇到的单词的阅读时间和离线测试后表现没有差异，但多样性确实与阅读理解能力相互作用。语境信息也会影响阅读行为。我们的结论是，儿童从附带阅读中获得词汇知识，具有更好理解能力的儿童是更有效和更有能力的学习者，尽管在我们的实验室多样性操作中，改变阅读情节的语义多样性并没有提高学习本身，但多样性确实以不太直接的方式影响阅读行为。(C) 2017爱思唯尔公司版权所有。
From mid-childhood onward, children learn hundreds of new words every year incidentally through reading. Yet little is known about this process and the circumstances in which vocabulary acquisition is maximized. We examined whether encountering novel words in semantically diverse, rather than semantically uniform, contexts led to better learning. Children aged 10 and 11 years read sentences containing novel words while their eye movements were monitored. Results showed a reduction in reading times over exposure for all children, but especially for those with good reading comprehension. There was no difference in reading times or in offline post-test performance for words encountered in semantically diverse and uniform contexts, but diversity did interact with reading comprehension skill. Contextual informativeness also affected reading behavior. We conclude that children acquire word knowledge from incidental reading, that children with better comprehension skills are more efficient and competent learners, and that although varying the semantic diversity of the reading episodes did not improve learning per se in our laboratory manipulation of diversity, diversity does affect reading behavior in less direct ways. (C) 2017 Elsevier Inc. All rights reserved.