作者：
Grace, CAPurdue Univ
Dept Foreign Languages & Literatures W Lafayette IN 47907 USA
This article attempts to reconcile two positions on second language (L2) vocabularylearning: (a) inferring word meanings produces greater retention because it promotes deeper processing, and (b) incorrect meanings ar...
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This article attempts to reconcile two positions on second language (L2) vocabularylearning: (a) inferring word meanings produces greater retention because it promotes deeper processing, and (b) incorrect meanings are retained if wrong inferences are made. In beginning-level computer-assistedlanguagelearning (CALL) software, native language translations at the sentence level may satisfy both positions. When deriving meaning from translations of this type, users must make associations (i.e., search for semantic equivalents) and focus their attention on structural differences between the two languages. Moreover, these translations increase the likelihood of making correct associations by more readily triggering appropriate schemata and, hence, the likelihood of committing the correct meaning to memory. In the present study, a MANOVA indicated that, given bilingual multiple-choice tests, learners with access to sentence-level translations demonstrated significantly greater short-term (ST) and long-term (LT) retention (p < .001) of correct word meanings than learners without sentence-level translations. Results suggest a possible synergy between deep processing and verifications of meaning.
From the end-user's point of view machine readable dictionaries have clear advantages over conventional lexica in terms of ease and immediacy of access as well as selectivity and presentation of information. For t...
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From the end-user's point of view machine readable dictionaries have clear advantages over conventional lexica in terms of ease and immediacy of access as well as selectivity and presentation of information. For the developer of other CALL applications readily available lexical modules which can be integrated into other programs save a considerable amount of time and add a new dimension to their application. The design of lexical resources presents a number of problems. Decisions must be made about the type of information provided and the form in which this information is made accessible to the developer of the host application and/or the end user. The dictionary's role in the learner's acquisition of vocabulary as opposed to its traditional function as a tool of reference is considered. To illustrate some of the possibilities and choices this paper discusses the design and implementation of such a lexical resource for English learners of German.
Presents six principles for the design of adaptive computer-assistedlanguagelearning (CALL) programs for vocabulary that incorporate a theory describing quality in the learning outcome and linking it to the learner&...
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Presents six principles for the design of adaptive computer-assistedlanguagelearning (CALL) programs for vocabulary that incorporate a theory describing quality in the learning outcome and linking it to the learner's approach. Highlights include interactivity; general architecture of a software system; and diagnosis and modification. (Contains eight references.) (LRW)
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