Learning Words from Reading

A Cognitive Model of Word-Meaning Inference
Bloomsbury Academic (Verlag)
  • erscheint ca. am 12. August 2021
  • Buch
  • |
  • Hardcover
  • |
  • 176 Seiten
978-1-350-15367-7 (ISBN)
An increasingly popular approach to second and foreign language education, this book focuses on incidental learning: how students learn words from reading. Despite its popularity, some researchers have questioned this theory that students can learn new words by inferring meanings based on a text they are reading. So, why does the incidental method not work for some students? What are the conditions for naturalistic learning to occur? What do students need to be able to do while reading in order to learn words successfully?

Tackling these questions head-on, this book provides researchers and educators with a more specific account of the processes behind the seemingly naturalistic method. Clarifying the connection between reading and word learning processes, Megumi Hamada proposes a new model, the Cognitive Model of Word-Meaning Inference, to describe how we obtain and use word-form and contextual information for learning words and the pedagogical applications of this. A significant new contribution to research in the field, Learning Words from Reading provides a cognitive perspective on how students learn new words from reading in a second or foreign language.
  • Englisch
  • London
  • |
  • Großbritannien
Bloomsbury Publishing PLC
  • Für höhere Schule und Studium
  • Höhe: 234 mm
  • |
  • Breite: 156 mm
978-1-350-15367-7 (9781350153677)

Megumi Hamada is Professor of English and Assistant Chair of Programs at Ball State University, USA.
Part I: What Do We Know About Incidental Word Learning from Reading?
1. Theoretical Background in Word Learning from Reading
2. Mechanism of Word Learning from Reading
3. Factors in Word Learning from Reading
Part II: How Do We Obtain Information from Reading and Use It for Learning Words?
4. Introducing the Cognitive Model of Word-Meaning Inference
5. Extracting Word-Form Information and Using It for Word Learning
6. Generating Contextual Information and Using It for Word Learning
7. Pedagogical Applications
This book effectively draws together key theories and empirical findings from various disciplines to clearly describe the processes involved in incidental learning of second language vocabulary from reading. * Rachael C. Hulme, Research Fellow, Aston University, UK *

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