Developing Usable Vocabulary Knowledge开发可用的词汇知识PPT87.ppt

Implications of understanding word learning strategies as comprehension strategies Lower expectations (about word learning) The goal is not to learn what the word means, but to see if one can get enough information about the word to proceed with an acceptable level of comprehension Higher cognitive demands (relating to comprehension) The goal is not just to learn something about what the word means, but to integrate what one can learn about the word with the rest of the text to construct a coherent meaning * Implications of understanding word learning strategies as comprehension strategies Two foundations of word learning Strategic knowledge: What do you do when you encounter an unfamiliar word while reading? Metalinguistic foundations: What do you need to know about language and about text to apply strategies effectively? * Example of strategic knowledge When you come to an unfamiliar word, look for familiar meaningful parts Make a hypothesis about what the word might mean on the basis of its parts Check to see whether this hypothesis makes sense given the context * Example of metalinguistic knowledge Certain suffixes (e.g., -al, -ity) can change the pronunciation of the word to which they are added Derivational suffixes signal a change in part of speech Greek roots tend to have consistent meanings in scientific words; Latin roots tend to shift in meaning * Developing strategic and metalinguistic knowledge Developing strategic knowledge will tend to rely more heavily on ‘simulated’ and ‘integrated’ activities Developing metalinguistic knowledge is likely to require ‘separated’ as well as ‘simulated’ activities, in which attention can be given to relationships among words not in a text * The complexity of word-learning strategies Strategic word learners know How to use context, word parts, dictionaries The limitations of context, word parts, dictionaries How to integrate information from multiple sources (context, word parts dictionaries) * The complexity