Please use this identifier to cite or link to this item:

The effects of synonymy on second-language vocabulary learning

File Size Format  
19 2 10125 66814 webb.pdf 215 kB Adobe PDF View/Open

Item Summary

Title:The effects of synonymy on second-language vocabulary learning
Authors:Webb, Stuart
Keywords:incidental learning
vocabulary knowledge
word pairs
glossed sentences
Date Issued:Oct 2007
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and form, and grammatical functions) to assess learning. Both receptive and productive tests were used to measure each aspect of vocabulary knowledge. The participants encountered target words in 2 learning conditions: glossed sentences and word pairs. The results showed that the learners had significantly higher scores for the words that had known synonyms on productive knowledge as measured using syntagmatic association and paradigmatic association tests and on receptive knowledge as measured using an orthography test. The findings indicate that learning synonyms for known words may be easier than learning words that do not have known synonyms.
Appears in Collections: Volume 19, No. 2

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.