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| 005 | 20240729130127.0 | ||
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| 008 | 240724s2015 xx o ||||0 eng d | ||
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_a9789027268051 _q(electronic bk.) |
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| 020 | _z9789027213280 | ||
| 035 | _a(MiAaPQ)EBC4177910 | ||
| 035 | _a(Au-PeEL)EBL4177910 | ||
| 035 | _a(CaPaEBR)ebr11156753 | ||
| 035 | _a(CaONFJC)MIL880206 | ||
| 035 | _a(OCoLC)914257182 | ||
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_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aP326.5.P75 B37 2015 | |
| 082 | 0 | _a407.1 | |
| 100 | 1 | _aBarcroft, Joe. | |
| 245 | 1 | 0 | _aLexical Input Processing and Vocabulary Learning. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aPhiladelphia : _bJohn Benjamins Publishing Company, _c2015. |
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| 264 | 4 | _c©2015. | |
| 300 | _a1 online resource (206 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 |
_aLanguage Learning & Language Teaching ; _vv.43 |
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| 505 | 0 | _aLexical Input Processing and Vocabulary Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Chapter 1. Introduction -- Research on lexical input processing -- Goals of the book -- Subprocesses in lex-IP for different subcomponents of vocabulary learning -- Task-based effects -- Input-based effects -- Lex-IP at the intersection of SLA and psychology -- Implications of lex-IP theory and research for vocabulary instruction -- Intended audience of the book -- Organization of the book -- Unit 1. Understanding lex-IP -- Chapter 2. Multiple levels of input processing and language learning -- Different levels and types of input processing -- Lex-IP and vocabulary learning -- A new dimension in input processing -- Different types of input processing yield different types of memory and learning -- Examples of processing resource allocation in multilevel input processing -- Input processing for different types of form-meaning relationships -- The construct of "intake" in lex-IP -- The central role of lex-IP in linguistic development -- Differences in the meaning of "direct teaching" for morphosyntax versus lexis -- Incidental and intentional vocabulary learning -- Methodological issues in research on lex-IP and vocabulary learning -- Chapter 3. Three key components of learning a word: Form, meaning, mapping -- What is a word? -- What does it mean to know a word? -- What are the limits of the conceptual and semantic space of lexical items? -- How do we learn new words? Necessary ingredients and basic mechanisms -- The incremental nature of vocabulary learning -- Chapter 4. Contexts of lexical input processing: L1/L2 and incidental/intentional -- Lex-IP in L1 and L2 vocabulary learning -- Similarities between L1 and L2 vocabulary learning -- Differences between L1 and L2 vocabulary learning. | |
| 505 | 8 | _aL1, L2, and the "learning burden" in vocabulary learning -- The case of learning new words and new meanings for the first time in L2 -- Lex-IP in both intentional and incidental learning contexts -- What are the parameters of a lex-IP study? -- Distinguishing between research on lex-IP and research on lexical processing -- "Incidental" versus "incidentally oriented" vocabulary learning: A clarification -- The incidental-intentional continuum in vocabulary learning -- Six areas of research on L2 vocabulary across the incidental-intentional continuum -- Four other areas of research related to L2 vocabulary -- Research on lex-IP and intentional L2 vocabulary learning -- Research on lex-IP and incidental L2 vocabulary learning -- Unit 2. Task-based effects -- Chapter 5. Specificity in type of processing and learning: The TOPRA model -- Processing resource allocation -- Specificity in type of processing -- Semantic elaboration, LOP, and vocabulary learning -- Impacts of LOP on ideas about semantic processing and vocabulary learning -- Transfer appropriate processing -- The type of processing - resource allocation (TOPRA) model -- A pivotal study on TOPRA and intentional L2 vocabulary learning -- Specificity in type of processing and type of human memory and learning -- Chapter 6. Effects of tasks involving semantic and structural elaboration -- Studies on intentional vocabulary learning -- What is the effect of sentence writing? -- What is the effect of questions about word meaning? -- What is the effect of different types of instructions regarding focus on word meaning and word form -- What is the effect of referent token variability? -- What is the effect of pleasantness ratings and letter counting on mapping? -- The Keyword Method, mnemonics, and the TOPRA model -- Studies on incidental vocabulary learning -- What is the effect of synonym generation?. | |
| 505 | 8 | _aWhat is the effect of pleasantness ratings and letter counting? -- What are the effects of type (semantic, structural) and amount of processing? -- The involvement load hypothesis, the TOPRA model, and lex-IP -- Summary and analysis -- Instructional implications -- Chapter 7. Effects of output with and without access to meaning -- Research on output without access to meaning and L2 vocabulary learning -- What are the effects of copying target words? -- What are the effects of copying target words and word fragments? -- What are the effects of choral repetition? -- What are the effects of spoken output on learning novel L2 phonemic contrasts? -- Research on output with access to meaning and L2 vocabulary learning -- Output with access to meaning and L2 vocabulary: A study by Royer (1973) -- Summary and analysis -- Chapter 8. Effects of opportunities for target word retrieval -- Retrieval opportunities and research on human memory -- Retrieval opportunities and intentional L2 vocabulary learning -- Do benefits of retrieval opportunities extend to incidental vocabulary learning? -- Summary and implications -- Unit 3. Input-based effects -- Chapter 9. Privileging and patterns in partial word form learning -- Is the "receptive-productive" distinction an artefact of partial word form knowledge? -- Research on the bathtub effect -- Research on partial word form learning -- Bathtub versus recliner effects -- Summary and implications -- Chapter 10. Effects of increased and spaced exposure -- Time of exposure and the meaning of effectiveness -- Length of exposure interval and number of exposures (repetitions) -- The spacing effect in L2 vocabulary learning -- Expanding rehearsal and L2 vocabulary learning -- Summary and implications -- Chapter 11. Effects of semantic versus thematic sets -- Arguments in favor of semantic clustering. | |
| 505 | 8 | _aArguments against semantic clustering -- Research on semantic and thematic clustering -- Lexical networks, semantic relatedness, and lex-IP -- Summary and implications -- Chapter 12. Effects of input enhancement -- What counts as input enhancement for L2 vocabulary learning? -- Why might input enhancement lead to better L2 vocabulary learning? -- Research on input enhancement and L2 vocabulary learning -- The relationship between input enhancement and lex-IP -- Summary and implications -- Chapter 13. Effects of acoustically varied input -- Acoustic variability and L1 speech processing -- Acoustic variability and learning L2 phonemic contrasts -- Acoustic variability and vocabulary learning -- Summary of research findings in support of EPRH -- A visual model of the effects of acoustic variability across the lifespan -- Acoustic variability, vocabulary learning, and lex-IP -- Acoustic variability and vocabulary instruction -- Unit 4. Conclusions and future research -- Chapter 14. Summary of theoretical and instructional implications -- Summary of theoretical implications -- Thirty observations about lex-IP and vocabulary learning -- Summary of instructional implications -- Chapter 15. Directions for future research -- Understanding multilevel input processing -- Quantifying predictions of the TOPRA model -- Assessing tasks in incidental contexts -- Advancing our understanding of dissociable types of processing -- Evaluating different input-retrieval patterns -- Isolating benefits of input enhancement -- Appraising the qualitative effects of acoustic variability -- Concluding remarks -- References -- Appendix A -- Appendix B -- Index. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aLexicology--Psychological aspects--Research. | |
| 650 | 0 | _aVocabulary--Study and teaching. | |
| 650 | 0 | _aCognitive learning--Psychological aspects--Research. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aBarcroft, Joe _tLexical Input Processing and Vocabulary Learning. _dPhiladelphia : John Benjamins Publishing Company,c2015 _z9789027213280 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aLanguage Learning & Language Teaching | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4177910 _zClick to View |
| 999 |
_c102839 _d102839 |
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