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Foreign Language Annals

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Chinese L2 Learners' Depth of Vocabulary Knowledge and Its Role in Reading Comprehension

Peer reviewed

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Zhang, Dongbo; Yang, Xuexue – Foreign Language Annals, 2016

Using a Chinese Word Associates Test (WAT-C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners' reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs.…

Descriptors: Chinese, Second Language Learning, Second Language Instruction, Cognitive Processes

Peer reviewed

Stevick, Earl W. – Foreign Language Annals, 1984

Using "image" as a central concept, offers an interpretation of the similarities and differences between oral and written comprehension based on studies of both the associative and the generative properties of human memory. The practical consequences of this interpretation on second language teaching are listed. (SED)

Descriptors: Associative Learning, Listening Comprehension, Memory, Reading Comprehension

The Associational Method in Language Learning.

Peer reviewed

Schmelzer, Henry – Foreign Language Annals, 1979

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Descriptors: Association (Psychology), Associative Learning, Cognitive Processes, Language Instruction

Early Emphasis on Speaking: An Associative Approach to Foreign Language Learning

Peer reviewed

Sell, Rainer – Foreign Language Annals, 1977

Associative speaking as a method of making oral communication the central activity in foreign language classes as early as the second semester is described. (Author/RM)

Descriptors: Associative Learning, Conversational Language Courses, Higher Education, Language Instruction

Vocabulary Instruction: What L2 Can Learn from L1.

Peer reviewed

Hague, Sally A. – Foreign Language Annals, 1987

Summarizes five theories explaining the relationship between word knowledge and comprehension of text in native language acquisition and explores possible implications for second language researchers and practitioners. (Author/CB)

Descriptors: Associative Learning, Language Acquisition, Language Research, Learning Processes