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Aryadoust, Vahid – International Journal of Listening, 2019
This article proposes an integrated cognitive theory of reading and listening that draws on a maximalist account of comprehension and emphasizes the role of bottom-up and top-down processing. The theoretical framework draws on the findings of previous research and integrates them into a coherent and plausible narrative to explain and predict the…
Descriptors: Learning Theories, Cognitive Processes, Reading Comprehension, Listening Comprehension
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Mulak, Karen E.; Vlach, Haley A.; Escudero, Paola – Cognitive Science, 2019
Cross-situational word learning (XSWL) tasks present multiple words and candidate referents within a learning trial such that word-referent pairings can be inferred only across trials. Adults encode fine phonological detail when two words and candidate referents are presented in each learning trial (2 × 2 scenario; Escudero, Mulak, & Vlach,…
Descriptors: Phonology, Vocabulary Development, Cognitive Mapping, Accuracy
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Rukthong, Anchana – rEFLections, 2021
Although listening is key to communication, it remains the least studied skill compared to other skills, both at the national and international levels, among learners of English as a foreign language (EFL). There is also often a lack of awareness among scholars and teachers of how listening takes place, how it is best taught, and how it can be…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Cognitive Processes
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Veselovska, Ganna – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2015
This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a…
Descriptors: Auditory Perception, Language Processing, Coping, Second Language Learning
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Barcroft, Joe – Foreign Language Annals, 2007
This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…
Descriptors: Nouns, Vocabulary Development, Second Language Instruction, Second Language Learning
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Brent, Michael R.; Cartwright, Timothy A. – Cognition, 1996
Explains distributional regularity (DR), an intuition that sound sequences occurring frequently and in multiple contexts are candidates for the lexicon. Describes study that proposed hypotheses about children's segmenting sounds using DR functions, exploiting phonotactic constraints on pronunciation, and learning word-boundary clusters. Details…
Descriptors: Computational Linguistics, Language Acquisition, Language Processing, Language Research
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Weismer, Susan Ellis – Topics in Language Disorders, 1997
Reviews studies that investigated the effects of emphatic stress on novel word learning by children with normal language and those with specific language impairments. The results indicate that use of emphatic stress on modeled target forms improved the children's lexical learning. Implications for language intervention are discussed. (Author/CR)
Descriptors: Children, Intervention, Language Impairments, Language Processing
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Kang, Hee-Won; Golden, Anne – International Journal of Applied Linguistics, 1994
Major issues concerning vocabulary learning and instruction are discussed, and different ways that vocabulary is taught in the classroom are reviewed. It is argued that helping students develop strategies and knowledge to use internal and external contexts to infer meanings is a major step toward helping them become independent learners. (Contains…
Descriptors: Applied Linguistics, Foreign Countries, Language Processing, Learning Strategies
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Waring, Robert – System, 1997
Examines the effects of learning words grouped in semantic sets, using Japanese words paired with artificial words. A principal finding was that there was a main effect against learning semantically related words at the same time. The article concludes that presenting students with wordlists of new words in semantic clusters, rather than in…
Descriptors: Adult Students, Cluster Grouping, College Students, Foreign Countries
Nagy, William E.; And Others – 1986
A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from…
Descriptors: Context Clues, Elementary Education, Grade 3, Grade 5
Paribakht, T. Sima – RELC Journal: A Journal of Language Teaching and Research, 2004
The role of grammatical knowledge in second language (L2) lexical processing is far from clear. Providing evidence from a recent introspective study, this paper seeks to demonstrate the significant contribution that such knowledge can make to inferring the meanings of unfamiliar words while reading, and to possible consequent acquisition of L2…
Descriptors: Grammar, Second Language Learning, Reading Tests, Vocabulary Development
Haberlandt, Karl – 1983
Two experiments examined the cognitive resources used by readers in sentence modeling (summarizing the propositions in a sentence) as a function of reader task and of sentence complexity. It was predicted that encoding a sentence into memory for later recall would require more cognitive resources than reading a text to answer immediate questions,…
Descriptors: Cognitive Measurement, Cognitive Processes, Encoding (Psychology), Higher Education
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Elder, Catherine – Language Learning, 1996
Considers the validity of applying common assessment instruments and scales to assess the language skills of Australian school-age language learners from different first-language backgrounds. Findings reveal a strong relationship between home exposure to the language and the level of performance on the listening and reading components of the…
Descriptors: Chinese, Cultural Influences, English (Second Language), Foreign Countries