...Word Association What can It Tell Us about Vocabulary Acquisition ? Robin Russ Introduction Vocabulary is central to communicating in a foreign language. Without sufficient words to express a wide variety of meanings, communicating in a foreign language cannot happen in a meaningful way (McCarthy, 1990). As such, vocabulary acquisition is a primary concern for Japanese foreign language learners, and it is a main focus of their interest and attention. A casual survey of what Japanese university students find most difficult about sustaining even short conversations in English often elicits responses such as “I can't express my ideas” and “I don't have the words”, or self admonishments such as “I was stuck for a word many times” or “I should know more English words”. In spite of having acquired a large English lexis for high school examination purposes, when students are “off the page” and speaking extemporaneously, even about familiar everyday topics, they experience firsthand the limitations of their productive vocabulary. Engaged by a class activity yet restricted by insufficient vocabulary, a common expedient is to revert to speaking in Japanese. How is language organized and what are the mechanisms that allow us to retrieve the words we know immediately and correctly? Psycholinguistic studies have shown that words are not stored in the mental lexicon as single independent items but form clusters or webs with other related concepts so that words acquire their...
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...Scope and Delimitation To further understand the study made by the researcher. The limitations and other important matter will be discussed below. This investigation tries to determine the adolescent vulnerabilities of students who are influencing by their peer in Rizal High School Caniogan, Pasig City. This study is limited to 100 Grade 10 students S.Y. 2016-2017 with age range from 15-17 years old which may be viewed as a restriction that limits the generalization of results. The study was conducted from section 10 to 13 class from the result of Slovin’s formula. It utilized a researcher made questionnaire checklist as the main instrument in gathering data only. It also purports to determine the significant difference of adolescent vulnerabilities that exists when compared to such variable such as age and gender. The main source of data was the survey questionnaire, which was prepared by the researchers and this study may not applicable to a wider population. The finding may be used to support rather than limit the use of such measures at efforts in maximizing the human rights. Definition of Terms The following lexical and operational terms are defined within the context of the study. Accentuate- To make something more noticeable Analytical- Separating something into component parts or constituent elements Booby- It is an awkward foolish person Broad- including or involving many people or things Broad- To make someone hold or carry something heavy or accept or deal...
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...FORMATION OF WORD ASSOCIATION AND PERCEPTUAL DEFENSE ABSTRACT: Formation of word association and perceptual defense aimed to measure signs of emotional complexes and to be able to identify the degree of threshold for each selected stimulus. The materials used for this experiment were ninety nine stimulus words (Appendix C), eighteen selected stimulus words written on 3”x4” index cards, and a stopwatch. In this experiment, there should be also 18 subjects (one recorder and experimenter for each subject). The experiment has two phases: determination of association reaction time and the measurement of recognition thresholds. Eighteen subjects are first tested using a typical association experiment. Each subject is instructed to respond to two to three syllable vernacular words with the first word that comes to mind. Ninety nine carefully chosen words are presented one at a time. In the second part of the experiment, each subject is presented with three sets of six words. Record the six words which yielded the fastest association reaction times; the six words which yielded the slowest reaction times; and the six which were midmost in reaction times. “Slow,” “medium” and “fast” are to be based from the range of each individual subject. Request the subject to return two weeks after the association experiment. Present again the eighteen selected stimulus words in random order. Instruct the subject to report what the client sees or thinks after each presentation. Present each word typed...
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...360 June 17, 2015 Melissa Jackson ------------------------------------------------- Language An intense association exists between cognitive abilities and language. Thought processes have the capability of altering communication methods; however, methods of communication can very easily do the same to an individual’s way of thinking. New ideas are communicated in which thought can be generated simply by thinking of the name of a certain stimulus. Language can be defined by several different key components. A reciprocated attempt at a considerate conversation between individuals can be anything from arbitrary to unsubstantial, yet likely to be configured and orderly through numerous manners in which general ideas are configured through the different parts of a language (Papafragou, Li, Choi, & Han 2007). In addition, language can also be dynamic and constantly developing, therefore leading to the conclusion that such an intricate topic, such as language, is challenging to undertake, especially in explaining in more depth how it works in its entirety through the key components toward a better understanding. The main purpose of the key features of language, including arbitrariness, communications, and dynamics, as well as generative and structured divergences, is to facilitate the comprehension and translation of language itself. Associating words to stimuli is unsystematic in its development and is groundless in an unconscious attempt to form grammatically correct...
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...about the past. Purpose pur-pes Secondary sekənˌderē Graduation gra-joo-ey-sheen Managed man-nage Attain uh-teen Reasonable ree-zeen-nuh-bol Qualified kwo-luh-fyd Program pro-gram Chose-choose- Chohz- chooz Association uh-soh-see-ey-sheen Degree di-gree Tourism toor-ri-zim Management man-nage-gi-meen-t Aptitude ap-ti-tood When you read, read the phonetic spelling that I wrote it under the word. Or if you don’t really understand the phonetic spelling then just separating the words into parts. Listen to the word & try to say the words slowly then try to say medium to fast. For example I use the word association and this is not the phonetic spelling it just separating the words into parts. : A-sso-ci-a-tion So, there are 3 ways to pronounce the ED- ending in English. “ED” After the verbs ending in a T/D sound : Wanted, decided, ended, exploded, “T” After verbs ending on K,S,P,X,F,SH, AND CH sound: Missed=misst, fixed=fixt, liked=likt, stopped=stopt, laughed=laft, brushed=brusht, watched=watcht, developed=developt “D” Arrived= a-rrivd don’t say a-rriv-ed Cleaned=cleand, played=playd, used=usd, called=calld, allowed=allowd You can listen to some of the English music or English word video and then stop the video and try repeat the words after until you get it right. *And when you read, read out loud. Because when you read out loud you’ll hear your voice more clearly and you’ll notice your pronunciation more. Try to improve your pronunciation, I suggest...
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...of evidence. _______________ 2. Is a descriptive word or phrase placed beside the unknown word and is often enclosed or set off by commas. _______________ 3. Explains or describes the similarity between the relationship of a plain words and that of another pair. _______________ 4. A common process is forming words in which we cut off the beginning or the end. _______________ 5. Are formed by fusing the first part of one word with the last part of another. _______________ 6. A politician presents only one side of an issue or tries to make the other side idiotic. ______________ 7. The public is urged to follow the crowd and accept the propagandist ideas and leadership. No reason or logic is used. ______________ 8. The process of forming a word from initial letters of several words as in WHO- World Health Organization. ______________ 9. Refers to the big class or group to which a specific group belongs. ______________ 10. A high-sounding word is connected with an idea to make it sound better so people will accept without examining it. ______________ 11. Words are formed by partial or complete repetition. ______________ 12. People can be persuaded to reject ideas, organizations, or persons by the use of a name that carries a negative connotation. ______________ 13. Are words used in a sentence which helps in understading the specific meaning of a new unfamiliar word. ______________ 14. The meaning of the unknown word is understood because the idea is repeated in...
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...Ping by Samuel Beckett (originally from1966) When you read “Ping”, you get the feeling of reading the same words over and over again, but in different orders. The simple words are mixed up in complex phrases, which makes the short story a very personal experience. The story contains of more than just words… The title “Ping” could refer to a sound – hence it is onomatopoeia. “Ping” is the sound of a typewriter when it switches line. It could indicate that the reader should make a pause every time the word appears in the text. Such a short title, which seems meaningless, leaves the reader with no expectations but with the feeling that he or she wants to find out what it means. “Ping” could be anything and it is not even a real word – that is why the title alone is a cliff-hanger, which makes anyone read it. The gem could not be characterized as a short story, more as a poem because it is so special in it’s way of seducing the one who reads aloud into a robot speaking very clinical and cold cataloguing word for word without knowing where to pause. The language has no structure, but besides this the used words are very normal and easy. The language, the context and the compounding of the words could give the associations of death. The short story could be a description of the state right before death – the sewn around the angles could indicate that it is murder. With the white lights and the beautiful picture of the surroundings, it could be argued that it is a drowning death...
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...Using Simple Poems to Activate Prior Knowledge (APK) for Learning Abstract This paper offers a practical means of engaging learners in Active Learning (AL) of English by Activating Prior Knowledge (APK) through the use of simple word poem activities used at the outset of classes; that part of a lesson commonly known in Malaysian public school lessons as the Set Induction. However, this and similar techniques go far beyond simple review of material covered in previous lessons, as is currently practised in many of these schools. Students may indeed be able to remember words and phrases (lexis) that represent concepts or ideas studied in the last few lessons but far too often this learning is memorized, not internalised, and is soon lost in the quicksand of short term memory. Using simple poems challenges learners at all levels to engage their imaginations and recall personalised learning, i.e. language and the concepts they represent that are rooted in relevance to their personal experiences and knowledge. Brief explanations of AL and APK are provided as theoretical context. Introduction A brief description of Active Learning and Activating Prior knowledge follows to give the reader a conceptual framework for the activities that follow. What is Active Learning? Learning cannot be achieved if the learner is not actively engaged in the process of learning either mentally or physically or a combination of both. This is common sense. Why then is the concept called...
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...business communications. Introduction: I. In order to have successful business communications with business people from another culture, you must follow seven recommendations for writing clearly in Multilanguage business environments. II. The Seven Recommendations 1. Language 2. Format Details 3. Things to avoid Body: 1. Language a) Use simple, clear language * Use words that don’t have multiple meanings * For example, the word high has 20 meanings; the word expensive has only one meaning b) Be brief * Use simple sentences & short paragraphs * Break information into smaller chunks that are easy for the reader to grasp and translate c) Use transitional elements * Use transitional words and phrases * Precede related points with expressions 2. Format Details a) Address International correspondence properly * Different countries use different address elements & salutations * Discuss different address elements b) Cite dates & numbers carefully * The Canadian Standards Association has adopted the international standards of year-month-day for dates ( 2010-12-05) * Also many Canadian businesses follow U.S & British format; U.S (December5, 2010), British (05-12-10) * Different places have different number formats for example 1.000 mean 1 with three decimal places but in many European countries it means 1000 3. Things to Avoid a) Avoid Slangs, idiomatic phrases...
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...the human today and its natural human necessity. The word “language” has two meanings, language as general concept and language as a linguistic system. It is also traditionally signs, ideas and meanings of our heart and minds. But then, language cannot be fully expressed without even using figurative language Whenever someone used figurative language, he describes something by comparing it to another. In order to be successful in literary studies at any level, and for that matter, to be considered a good writer himself, at least a basic understanding of figurative language is absolutely essential. This series will explore the basic types of figurative language that you are likely to encounter in high school and early university settings; without knowledge of these, getting good grades is not a likely outcome, and succeeding in upper level literature courses will simply not happen. Although many teachers and professors do underline the importance of various kinds of figurative language, not many take the time to define it and explain its importance as a whole. Figurative language can most efficiently and simply be seen as a way of writing and speaking that goes beyond or even against the denotation of given words, and begins to explore their connotations. Denotation refers to the literal, dictionary meaning attributed to words or phrases, whereas connotation refers to the various associations that have been added to the words and phrases through their use in a given context. Figurative...
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... I take away my hand From leaning on it hard In grass and sand, The hurt is not enough: I long for weight and strength To feel the earth as rough To all my length. “To Earthward” by Robert Frost exemplifies the concept of how attraction and love change over the years from youth to bitter love to a love that craves relief from the pain of life. Frost begins the poem’s first stanza with the lines “Love at the lips was touch/As sweet as I could bear”. With this opening phrase Frost shows that youthful love is consumed with simple kissing and the simple art of kissing is like a sweet. This was so sweet that he could scarcely bear it. Frost uses the alliterative words “love” and “lips” to emphasize the image...
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...Trinidad and Virué Rosario | A Birthday BY CHRISTINA ROSSETTI The poem “A Birthday” written by Christina Rossetti reflects the powerful feelings of a person when falling in love. Also it makes us visualize her passion, ecstasy, and love as an aesthetic experience. Besides, the author accomplishes this trough a masterful choice of words. In the first stanza, we can see that is full of references to the natural world and simplicity of life in nature. We can also appreciate the uses of parallelism as in “My heart is like a singing bird” and “My heart is like an apple-tree” to put an emphasize on her passion, it also adds musicality. Besides, this two phrases show similes crating associations for love, hope and also symbols of a new life. The choice of words evokes many feeling through the entire stanza. In line one she uses words such as “singing bird” which transmits the happiness of the speaker experiences and in line five the word “rainbow” transmits exactly...
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...opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary knowledge pursuits. After the account of these cognitive processes, we turn to a setting-level analysis, in which we examine word- and text level processes within schooling (including instruction in English language arts and the subject matters of history and science) and policy contexts. As we unpack each...
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...development and origins to give the answers to this or that language point. Due to the semantic features of language the meanings of words, their ability to combine with other words, their usage, the “place” they hold in the lexical system of a language do not concur for the most part. All the same “ideas” expressed by words coincide in most cases, though the means of expression differ. The principal types of lexical correspondences between two languages are as follows: 1) Complete correspondences; 2) Partial correspondences; 3) The absence of correspondences Let’s deal with them more exactly. 1) Complete lexical correspondences. Complete correspondence of lexical units of two languages can rarely be found. As a rule they belong to the following lexical groups: - proper names and geographical denominations: - the months and days of the week, numerals. - scientific and technical terms (with the exception of terminological polysemy). 2) Partial lexical correspondences. While translating the lexical units partial correspondences mostly occur. That happens when a word in the language of the original conforms to several equivalents in the language it is translated into. The reasons of these facts are the following 1. Most words in a language are polysemantic. That’s why the selection of a word in the process of translating is determined by the context. 2. The specification of synonymous order. However, it is necessary...
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...this book weighs a ton Personification: a figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as having human form. Flowers danced about. Anthropomorphism: the attribution of a human form, human characteristics, or human behavior to nonhuman things, e.g. deities in mythology and animals in children's stories Morpheme: The smallest meaningful element of speech or writing. Alliteration: The repetition of the same sounds or of the same kind of sounds at the beginning of words or in stressed syllables, as in “on scrolls of silver snowy sentences”. Onomatopoeia: The formation or use of words such as buzz or murmur that imitate the sounds associated with the objects or actions they refer to hiss, buzz bang Oxymoron: a rhetorical figure in which incongruous or contradictory terms are combined, as in deafening silence and a mournful optimist Symbol: Something that represents something else by association, resemblance or convention especially a material object used to represent something invisible Imagery: a set of mental pictures or images. The use of vivid or figurative language to represent objects, actions, or ideas. Foundations of Reading Metacognition: Cognition about cognition or knowing about knowing. Includes knowledge about when and how to use particular strategies for learning or for problem solving. Language in Writing Narrative: is a...
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