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E-raamat: Lexical Input Processing and Vocabulary Learning

(Washington University in St. Louis)
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Lexical Input Processing and Vocabulary LearningSuurem pilt
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This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing – resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.

Arvustused

Lexical Input Processing and Vocabulary Learning is informative and benefits from a readable style of writing, clear organization and classification of content as a whole and in each chapter, smooth and easy reading, and clear presentation of ideas to the SLA researchers, students, and instructors interested in lex-IP for whom it is intended. -- Ishaaq Akbarian, University of Qom, Iran, in Applied Linguistics 2016

Acknowledgments XI
Chapter 1 Introduction
1(10)
Research on lexical input processing
2(1)
Goals of the book
3(3)
Subprocesses in lex-IP for different subcomponents of vocabulary learning
3(1)
Task-based effects
4(1)
Input-based effects
4(1)
Lex-IP at the intersection of SLA and psychology
5(1)
Implications of lex-IP theory and research for vocabulary instruction
5(1)
Intended audience of the book
6(1)
Organization of the book
6(5)
Unit
1. Understanding lex-IP
Chapter 2 Multiple levels of input processing and language learning
11(18)
Different levels and types of input processing
12(2)
Lex-IP and vocabulary learning
14(1)
A new dimension in input processing
15(3)
Different types of input processing yield different types of memory and learning
18(1)
Examples of processing resource allocation in multilevel input processing
19(2)
Input processing for different types of form-meaning relationships
21(2)
The construct of "intake" in lex-IP
23(1)
The central role of lex-IP in linguistic development
24(1)
Differences in the meaning of "direct teaching" for morphosyntax versus lexis
25(1)
Incidental and intentional vocabulary learning
25(1)
Methodological issues in research on lex-IP and vocabulary learning
26(3)
Chapter 3 Three key components of learning a word: Form, meaning, mapping
29(10)
What is a word?
29(2)
What does it mean to know a word?
31(2)
What are the limits of the conceptual and semantic space of lexical items?
33(1)
How do we learn new words? Necessary ingredients and basic mechanisms
34(1)
The incremental nature of vocabulary learning
35(4)
Chapter 4 Contexts of lexical input processing: L1/L2 and incidental/intentional
39(3)
Lex-IP in L1 and L2 vocabulary learning
39(1)
Similarities between L1 and L2 vocabulary learning
39(1)
Differences between L1 and L2 vocabulary learning
40(1)
L1, L2, and the "learning burden" in vocabulary learning
41(1)
The case of learning new words and new meanings for the first time in L2
42(15)
Lex-IP in both intentional and incidental learning contexts
42(1)
What are the parameters of a lex-IP study?
43(1)
Distinguishing between research on lex-IP and research on lexical processing
43(1)
"Incidental" versus "incidentally oriented" vocabulary learning: A clarification
44(1)
The incidental-intentional continuum in vocabulary learning
45(1)
Six areas of research on L2 vocabulary across the incidental-intentional continuum
45(4)
Four other areas of research related to L2 vocabulary
49(2)
Research on lex-IP and intentional L2 vocabulary learning
51(1)
Research on lex-IP and incidental L2 vocabulary learning
52(5)
Unit
2. Task-based effects
Chapter 5 Specificity in type of processing and learning: The TOPRA model
57(12)
Processing resource allocation
58(1)
Specificity in type of processing
59(1)
Semantic elaboration, LOP, and vocabulary learning
60(1)
Impacts of LOP on ideas about semantic processing and vocabulary learning
61(1)
Transfer appropriate processing
62(1)
The type of processing - Resource allocation (TOPRA) model
62(2)
A pivotal study on TOPRA and intentional L2 vocabulary learning
64(3)
Specificity in type of processing and type of human memory and learning
67(2)
Chapter 6 Effects of tasks involving semantic and structural elaboration
69(24)
Studies on intentional vocabulary learning
70(12)
What is the effect of sentence writing?
71(6)
What is the effect of questions about word meaning?
77(1)
What is the effect of different types of instructions regarding focus on word meaning and word form?
78(1)
What is the effect of referent token variability?
79(1)
What is the effect of pleasantness ratings and letter counting on mapping?
80(1)
The Keyword Method, mnemonics, and the TOPRA model
81(1)
Studies on incidental vocabulary learning
82(7)
What is the effect of synonym generation?
83(2)
What is the effect of pleasantness ratings and letter counting?
85(1)
What are the effects of type (semantic, structural) and amount of processing?
86(1)
The involvement load hypothesis, the TOPRA model, and lex-IP
87(2)
Summary and analysis
89(4)
Instructional implications
91(2)
Chapter 7 Effects of output with and without access to meaning
93(10)
Research on output without access to meaning and L2 vocabulary learning
94(4)
What are the effects of copying target words?
94(1)
What are the effects of copying target words and word fragments?
95(1)
What are the effects of choral repetition?
96(1)
What are the effects of spoken output on learning novel L2 phonemic contrasts?
97(1)
Research on output with access to meaning and L2 vocabulary learning
98(2)
Output with access to meaning and L2 vocabulary: A study by Royer (1973)
99(1)
Summary and analysis
100(3)
Chapter 8 Effects of opportunities for target word retrieval
103(12)
Retrieval opportunities and research on human memory
104(3)
Retrieval opportunities and intentional L2 vocabulary learning
107(2)
Do benefits of retrieval opportunities extend to incidental vocabulary learning?
109(2)
Summary and implications
111(4)
Unit
3. Input-based effects
Chapter 9 Privileging and patterns in partial word form learning
115(10)
Is the "receptive-productive" distinction an artefact of partial word form knowledge?
116(3)
Research on the bathtub effect
119(1)
Research on partial word form learning
119(2)
Bathtub versus recliner effects
121(1)
Summary and implications
122(3)
Chapter 10 Effects of increased and spaced exposure
125(8)
Time of exposure and the meaning of effectiveness
125(1)
Length of exposure interval and number of exposures (repetitions)
126(1)
The spacing effect in L2 vocabulary learning
127(2)
Expanding rehearsal and L2 vocabulary learning
129(1)
Summary and implications
130(3)
Chapter 11 Effects of semantic versus thematic sets
133(6)
Arguments in favor of semantic clustering
133(1)
Arguments against semantic clustering
134(1)
Research on semantic and thematic clustering
134(2)
Lexical networks, semantic relatedness, and lex-IP
136(1)
Summary and implications
137(2)
Chapter 12 Effects of input enhancement
139(10)
What counts as input enhancement for L2 vocabulary learning?
139(1)
Why might input enhancement lead to better L2 vocabulary learning?
140(2)
Research on input enhancement and L2 vocabulary learning
142(3)
The relationship between input enhancement and lex-IP
145(1)
Summary and implications
146(3)
Chapter 13 Effects of acoustically varied input
149(16)
Acoustic variability and L1 speech processing
150(2)
Acoustic variability and learning L2 phonemic contrasts
152(1)
Acoustic variability and vocabulary learning
152(4)
Summary of research findings in support of EPRH
156(1)
A visual model of the effects of acoustic variability across the lifespan
157(3)
Acoustic variability, vocabulary learning, and lex-IP
160(1)
Acoustic variability and vocabulary instruction
161(4)
Unit
4. Conclusions and future research
Chapter 14 Summary of theoretical and instructional implications
165(8)
Summary of theoretical implications
165(6)
Thirty observations about lex-IP and vocabulary learning
166(5)
Summary of instructional implications
171(2)
Chapter 15 Directions for future research
173(6)
Understanding multilevel input processing
173(1)
Quantifying predictions of the TOPRA model
174(1)
Assessing tasks in incidental contexts
175(1)
Advancing our understanding of dissociable types of processing
175(1)
Evaluating different input-retrieval patterns
176(1)
Isolating benefits of input enhancement
177(1)
Appraising the qualitative effects of acoustic variability
177(1)
Concluding remarks
178(1)
References 179(12)
Appendix A 191(1)
Appendix B 192(1)
Index 193
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