Post on 04-Jun-2018
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Integrating corpora and word-focused tasks into a linguistics project:
A sound symbolism methodfor word growth
Shih-ping Wang
School of English Studies, University of NottinghamDepartment of Applied English, Ming Chuan University
spwang2005@yahoo.com.tw
Corpora have been used not only in language instruction and learning, but also in
teaching disciplinary content, e.g., linguistics. his study investigated the effectiveness of
integrating corpus!based approaches into a linguistics pro"ect concerned #ith #ord gro#th.
#o of four case studies #ill be reported, #hich have been e$plored for intentional
vocabulary learning %Case &' and incidental ac(uisition %Cases ) and *'. Specifically this
study aimed at finding out #hether students #ho participated in this corpus!based pro"ect
%the e$perimental group' ac(uired more incidental vocabulary than those #ho did not %the
control group'. Students in the e$perimental group #ere re(uested to base their pro"ects on
self!construction data related to sound symbolism %SS', mainly from English maga+ines,
#hich they had to analy+e using linguistic methods. SS served as the main #ord!focused
tass %-' employed to reinforce the shortcomings of other theories. SS #as integrated into
students/ one!year long pro"ect, including different categories of vocabulary %0,&10 le$ical
items' #ith e$ample sentences, #ord fre(uencies and percentages. 2oth a pretest and a
posttest #ere administered to evaluate their performance. ANC34A %Case )' indicated that
the e$perimental group significantly outperformed the control group in the vocabulary tests.
he findings confirmed that - favored higher level students to promote their #ord gains
%Case *'. he statistical MAN34A sho#ed that - plus reading #ith e$tracting sentences
#as better than - only %Case 0'.
Keywords:corpus-based, word-focused tasks, sound symbolism, SS-method, rimm!s "aw #
incidental $ocabulary ac%uisition
1. INT!"#$TI!Nhe aim of this paper is to use sound symbolism %SS' as the pro"ect topic for
vocabulary ac(uisition and instruction. his paper mainly e$plored the effect of
integrating corpus!based approaches %C2A' into a linguistics pro"ect %5ir &6607 cf.
-ilson and McEnery &660'. in relation to SS to promote learners/ #ord gro#th.
-hen doing their pro"ects, students #ere e$posed to authentic materials and ac(uired
both linguistics no#ledge and incidental vocabularies in terms of the principle8
teaching students how to teach themsel$es %Sternberg &619'. he corpus!based
approach motivated students to e$plore linguistics data and construct corpora through
e$tensive reading. :t has been confirmed that this course design could assist students
mailto:spwang2005@yahoo.com.twmailto:spwang2005@yahoo.com.tw8/13/2019 Integrating Corpora
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to learn both English and a special content course.
SS!method associates sound!meaning and sound!form concurrently, yielding
immediate perception and;or longer #ord retention. SS served as the main #ord!
focused tass %-' employed to reinforce or compensate for the shortcomings of
other theories such as #ord!formation, ey#ord method and rimm?s
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SS can be used to mae up for #ord part method %e.g. Schmitt and
Fimmerman )@@)'. SS is also an appropriate field to integrate keyword methodand
semantic processing techni%uesto mae up for 'he "e$els of *rocessing frame#or
%Crai and ulving &69'. he features of sound symbolism association can be
applied to avoid their insufficiency and reinforce the relevant sensory!semantic
model. he ey#ord method can be used in
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semantic layers. he processing of information transfers from the sensory level,
including visual or acoustical processing, to the semantic elaboration for the advanced
analysis of meaning. urther processing occurs #hen semantic elaboration strengthens
information retrieval.
Go#ever, the processing theory has been challenged for a long time %
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%. &earning through conte;t: incidental learning+ reading and )T
Gaving discussed SS and its relevance, this section turns to vocabulary
learning through conte$t, #ord!focused tass and the lie. :t is commonly assumed
that most vocabulary is learned from conte$t %Sternberg &619'. 1ncidental learning
through guessing from conte$t is considered the most important of all sources of
vocabulary learning. :ncidental vocabulary ac(uisition is defined as Bthe ac(uisition of
vocabulary as a HpositiveJ by!product of another activity or other language activities/
%Coady &6697 ass &666'. Although Sternberg
%ibid.' claims that most vocabulary is learned from conte$t, he also points out the
insufficiency of presenting #ords in conte$t. herefore, it is evident that theory!based
instruction is also needed concerning ho# to use the sills of learning through
conte$t, including presenting #ords in a series of sentences.
eading has long been considered the main source to increase vocabulary in
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important to e$plore #hich tass are more promising, leading to higher vocabulary
gains8 a' reading alone, b' sentence writingor c' reading with sentence writing. :n
other #ords, this research has been more concerned #ith the relevant approaches8
reading te(tbooks alone, W&' alone, or W&'plus reading with sentence e(traction
for each target word'. Sentence e$traction for the target #ords is considered
incidental learning here, because the target #ords of - are not used for pretest and
posttest.
%.< esearch =uestions
:n the study of our linguistics course, the students of a university and a "unior
college in ai#an #ere chosen as the participants. hey #ere e$pected to learn
linguistics no#ledge and ac(uire incidental vocabulary simultaneously. hey #ere
re(uested to finish their linguistics e$ercises or tass in their te$tboo together #ith
their one!year linguistics pro"ect. he specific research (uestions addressed in this
research #ere stipulated belo# to e$plore #hether or not students could e$pand
vocabulary in terms of three different case studies #ith four research (uestions8
esearch (uestion &8 Could the SS!method be applied to promote young
learners/ vocabulary gro#th in the traditional vocabulary and reading courseL
SS served as an early pilot study and e$plored the relevant topics from le$ical
to discourse level.
esearch (uestion )8 -hich group, Control or E$perimental group, performed
better for incidental vocabulary ac(uisitionL
%Control group8 reading the te(tbook only7 E$perimental group8 reading the
te(tbook plus W&' with e(tracting e(ample sentence for each target word.
esearch (uestion *8 Could SS-method or word-focused tasks alone help
different levels of students for incidental vocabulary ac(uisitionL
. /'T>!"his paper integrated hybrid approaches, as mentioned above, into an
academic sub"ect to compensate for the traditional isolation of linguistics and
language methods. he related theories #ere brought into the classroom to motivate
students ho# to learn an academic sub"ect %e.g. linguistics or reading' and receive the
positive Bby!product/ %i.e. incidental $ocabulary' at the same time or later on. 3ne of
the crucial points #as carried out in terms of learning by doingfor the purpose of
teaching students ho# to teach themselves %Sternberg &619'.
.1 articipants 5$ase studies 1 and %6
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As sho#n in able ), the participants of ase study 3%in relation to esearch
(uestion &' #ere younger students of non!native speaers %NNS', aged &!& %N
&&1' from Chin Min unior College in ai#an. hey had studied English only three
years and too the course, 4ocabulary and eading, in their first year program of
"unior college. he participants for ase study 2 %esearch (uestion )' #ere NNS
sophomores %N &@*' in an introductory course of linguistics at Ming Chuan
University in ai#an. hey #ere from t#o different classes, one as control group %n
09' and the other, e$perimental group %n '.
Table % articipants in % case studies
$ase
%students'
3rouping design
$ontrol ';perimental #pper &ower *tatus $ourse
$ase &
%N&&1'
Class &8 n 0
Class *8 n 09
Class 08 n @
Class )8 n 0 unior college
%Aged8 &!&'
4ocabulary
# eading
$ase )
%N&@*'n 09 n
Sophomore at
other university
%Aged8 &6!)@'
1ntroductio
n to
"inguistics
.% /aterials+ treatment and instruments
or ase study 3, students mainly ac(uired sills such as outline!#riting
practice for each essay, guessing meanings from conte$t and SS!method training
vocabulary learning. he activities are divided into reading and vocabulary parts.
Students #ere trained ho# to apply the reading sills of top-down, bottom-up and
their integration %Miulecy &66@'. eading tas can be divided into three steps8 &'
first reading %top!do#n' is to get the main idea7 )' second reading %bottom!up' is to
fill in the gaps7 *' third reading %integration;interaction' is to put the information
together %Marstein &660'. As for the vocabulary part, sound symbolism, >rimm/s
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RE$perimental group %intact'8 >& I %>&8 E$perimental >roup7 8 teaching treatment'
RControl group %intact'8 >) I %>)8 Control group7 I8 test results'
here is apre-testandpost-testmeasure concerning vocabulary and reading at
3E< level. No fore#arning #as given about the tests #hose e$am (uestions #ere
not selected from their pro"ect %Case )'. ANC34A #as applied to compare the
performance of these t#o groups in different classes. he control group received
linguistics no#ledge of the regular course only. Students of the e$perimental group
#ere re(uested to find specific SS!vocabulary data from '16, 7ewsweek or
8usinessWeekand the lie %-ray et al &6618 &)*' through e$tensive reading, and
e$tracted an e$ample sentence for each chosen le$ical item %i.e. target #ord' to
construct their o#n corpus. =articipants decided their reading speed, but they #ould
read as fast as possible to search more related e$amples. :n addition, they #ere not
re(uested to fully understand te$ts #hich they read or searched. All groups submitted
their o#n Bproduct/ bound lie a boo at the end of the second semester.
Students #ere also encouraged to surf the #ebsites, using the B2NC Simple
Search/ for the fre(uency of occurrence in the 2NC for each le$ical item. or
e$ample, they used the Simple Search of 87-World to loo for the fre(uency of
Bpuff./ he esults ofyour search %see igure )' indicated that its fre(uency of
occurrence is )61 in the 2NC.
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Results of your search
Your query was
puff
Here is a random selection of 50 solutions from the 298found...
A0T397The blinking was a reflex which could equally well have been set off
by apuff of wind or a flash of light.
A641721A longpuffof rinted steam trailed over the title of the aer!
and this oular touch revailed through its ages.
A6C929"efore the cinema oened the men on the staff were given cigars to
puff! so that when you came into the foyer it had that smell of luxury.
T
igure % esults of *imple *earch of ?N$-)orld
:n addition to t#o or three tests, #ord lists, #or sheets, a (uestionnaire,
'16 %or '16 6(press', 7ewsweek, 8usinessWeek, 2NC, 2NC Simpler, #ebsites,
and >oogle search engine #ere employed %also see able *'.
Table *tatistical tests+ treatments and materials
$ase *tatistical testing
for ocabulary
e;ams
)ord-focused
tasks for groups
eading *entence
e;traction
"oing
project
/aterials@
"ata sources
& R!est %e$perimental'
%control'
Rtass only Re$tboos
) R3ne!-ay AN34A
RANC34A
%e$perimental'
%control'
Rling. tass
Rproduct
%Ba boo/'
R2NC
R2NConline
RMaga+ines
he control group in Case & did regular tass #hich #ere not their main focus in this class.
. Analysis of **-method
SS!method %9nset : ime' #ill be used to analy+e sound symbolism
vocabulary. :t is a Bthree!in!one/ approach %i.e.sound-form-meaning', #hich is simply
formulated as a concise rule8 O + R Word %Bthe meaningful onset and rime
http://sara.natcorp.ox.ac.uk/cgi-bin/A0.html#A0Thttp://sara.natcorp.ox.ac.uk/cgi-bin/A6.html#A64http://sara.natcorp.ox.ac.uk/cgi-bin/A6.html#A6Chttp://sara.natcorp.ox.ac.uk/cgi-bin/A0.html#A0Thttp://sara.natcorp.ox.ac.uk/cgi-bin/A6.html#A64http://sara.natcorp.ox.ac.uk/cgi-bin/A6.html#A6C8/13/2019 Integrating Corpora
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becoming a #ord/'. :n other #ords, there is one #ay #ith t#o aspects to infer an
unno#n #ord %e.g.slapandslam' using SS!association method %see able 0'8
Sound-eaning ;nalysisnew word +Onset8sl-7Rime8-ap7
&orm-eaning ;ssociationnew word. %9:sl:apslap'.
he retention of SS!#ords turns out to be more impressive and effective
immediately after being heard or analy+ed as they entail no e$tra effort on
memori+ation. able 0 sho#s the integration of SS!method and a
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%lasses = and
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Class & !! 0.&0 !*.9 .@*1 0.@ &.) .)) 0.09 !. .9
$lass % !! 0.9) 0.00 .@)& *.@0 *.16 .@*@
Class * !! 0.@1 !).)* .&&)
Class 0 !!
pW.@
B.% esults 5%6: *tatistics analysis for $ase %
Case ) aimed to investigate #hich approach, reading the te(tbook only or
reading with W&' and e(tracting sentences, #as more efficient for incidental
vocabulary ac(uisition. All students #ere given pre!test and post!tests concerning
vocabulary and reading, mainly measuring vocabulary ability. he control group
follo#ed the same curriculum, 1ntroduction to "inguistics, #ithout carrying out the
e$tra pro"ect and #ord!focused treatment. he data appear in igure * calculating the
summari+ed statistics. he split!half reliability #as conducted for estimating internal
consistency reliability using Spearman!2ro#n prophecy formula %reliability
coefficient .16, p W.@&'. 4ocabulary!reading test #as conducted for the concurrent
criterion-related $alidity%=earson correlation coefficient .1&, pW.@&'.
esting results for control and e$perimental groups
@
)@
0@
M@
Meanscores
control group *1.* *).& )).1 *9.6
e$perimental group *0.& A@ )9 *0.&
=retest %4&' =osttest %4)' =retest %N&' =osttest %N)'
igure The esults of Two tests for $ase study %
he control group in able 1 #as slightly better than the e$perimental group in
the vocabulary pre!test. Go#ever, the treatment reversed the situation in vocabulary
post!test. he e$perimental group outperformed the control one %mean difference
&9.6'.
Table 9 The descriptie results for control and e;perimental groups
3roups NF1G Testing /ean *" *' Testing /ean *" *'
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Control
E$perimental
09
4ocabulary
pretest
*1.*
*0.*
&).
&&.9
&.1
&.
eading
pretest
)).99
).6
&).&&
&).*
&.99
&.0
Control
E$perimental
09
4ocabulary
posttest
*).&
@.@
&9.0
&.0
).
).)
eading
posttest
*9.19
*0.&&
&&.91
&).@*
&.9)
&.&
3ne!-ay AN34A #as further employed, revealing that the e$perimental
group #as significantly better than the control group in vocabulary post!test %pW .
@@&' in able 6. he reading test sho#ed no significance for both groups %pO.@'.
Table 8 The results of !ne-)ay AN!(A
SS Sig.
4ocabulary pretest 0&&.*0 ).1@ .@69
(ocabulary posttest 1&).)1 )1.0 .@@@
eading pretest 0@.0@ *.@& .@1
eading posttest *).) ). .&&*
pW.@@&
urthermore, ANC34A #as applied to factor out the variance of pre!test and
others as sho#n in able &@. :f lass#as taen as the factor, it #as obvious that the
e$perimental group still performed better than the control group in post!test %&%&, &@@'
)0.6), pW.@@&'. he result ans#ers esearch (uestion )8 i.e. B-hich group,
Control or E$perimental group, performed better for incidental vocabulary
ac(uisitionL/ :t is e$perimental group #hich performs better for incidental vocabulary
learning. his demonstrates that SS-method is an efficient approach for $ocabulary
growth, but not for reading ability %see esearch (uestion *8 SS-method can help
different levels of students for incidental vocabulary ac(uisition'.
Table 1G AN$!(A testing for both groups in ocabulary tests
%Dependent variable8 4ocabulary posttest'
Source ype ::: SS df MS Sig.
Corrected Model *&1.96 ) &1)6.0@ )66.&6 .@@@
4ocabulary pretest %covariance' )*06.& & )*06.& 000.&& .@@@
Class %factor' &*@*.6 & &*@*.6 )0.6) .@@@
Error )6@.9) &@@ ).6@9
Corrected total *606.) &@)
%pW.@@&'
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B. $orpus-based and discourse analysis
he previous sections mainly focused on %uantitati$estatistical analysis. his
section uses corpus!based analysis and discourse analysis %DA' to deal #ith
%ualitati$eanalysis, providing #ith descriptive statistical results. Gere DA is mainly
concerned #ith the le$ical cohesion. hat is, vocabulary items re!occur in different
forms across boundaries in te$ts %e.g. clause!boundary and sentence!boundary'.
B..1 Analysis for $ase 1
Case & demonstrated that NNS students at "unior college level could learn
reading and linguistics techni(ues. hey #ere trained in class, but #ere also
encouraged to train themselves at home. hese sills #ere applied to reading or
vocabulary tass to infer unno#n #ords. he e$perimental group employed more
#ord!focused tass, leading to better performance in terms of discourse analysis
%McCarthy &66@'.
B..% Analysis for $ase %
As able && e$hibits, there are four larger categories of English vocabulary in
the collection of students/ corpus %Case )', including 0,&10 le$ical items in total #ith
e$ample sentences for each item. he total number of collected items is similar to
Magnus/ %)@@&' compilations, 0,)@@ items, but the data may be overlapped. Among
those, the largest category is ?sound symbolism? %&,*& entries, *6X'7 the ne$t largest
type is >rimm?s
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demonstrated in class %see later'. Students #ere not re(uested to memori+e targets
#ords #hich #ere analy+ed in terms of the above categories at discourse level. An
e$ample sentence in te$ts #as e$tracted for each highlighted le$ical item. igure 0
stipulated an SS!#ord,slapping, in a sentence of )) #ords #ith seven times of ;h;!
sound repetition %proportion> =3.?'. his target #ord %i.e.slapping' #as highlighted
and then its e$ample sentence #as e$tracted for corpus construction.
Reel War
Jul. 27, 1998 | By RICHARD SCHICKEL
:mmediately the soldier trying to protect her is illed. And #hen the child is hastily
handed bac to her father, she begins slapping him hysterically for his seeming
abandonment of her.
%###.time.com;time;archive; previe#;@,&@619,&&@&61@9)9!&*6*9,@@.html'
Figure 4 Sampling text for ear!"ing t"e target #or$
he article %N )*9& #ords' in igure displays Brepetition/ such as synonym
or antonym, from le$ical to discourse levels. he target SS!#ord, %uibble, collocates
#ith negative rhyming #ords, Bthe selfish or the churlishB left#ards, and #ith Bsuch
reasons/ right#ards, presenting an ironic concept contrasting #ith the title, 'he 9ne
and 9nly% peerless superstar' across the te$ts. Bhe 3ne and 3nly/ is a peerless
superstar %and e$pected to be indisputable', but could be argued #ith self!seeing and
boorish reasons.
The %neand %nl&
He a! peerle in t"e "ig" art of t"e mo$ern upertar'
Janua"y 2#, 1999
By J$EL STEI% and %ISID HAJARI
!nlythe selfish or the churlish could =uibble#ith such reasons, rightL
&http8;;###.time.com;time;asia;asia;maga+ine;&666;66@&);cover&.html'
igure < *ampling te;t and the target word at discourse leel
he statistical te$t analysis is given in able &) % 0&.11', including ),*9& #ords.
Table 1% *tatistical analysis for the selected article
http://www.time.com/time/archive/preview/0,10987,988798,00.htmlhttp://www.time.com/time/asia/asia/magazine/1999/990125/cover1.htmlhttp://www.time.com/time/asia/asia/magazine/1999/990125/cover1.htmlhttp://www.time.com/time/archive/preview/0,10987,988798,00.htmlhttp://www.time.com/time/asia/asia/magazine/1999/990125/cover1.html8/13/2019 Integrating Corpora
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oens )*9& Sentence length )@.0
ypes 66* sd. Sentence length &*.))
ype;oen atio %' 0&.11 =aragraph )
Ave. #ord length 0.* =aragraph length 9@.@@
Sentences &&0 sd. =aragraph length &@)1.&*
he concordance of %uibbleis presented in igure , indicating that the target #ord
appears t#ice in this e$cerpt.
igure D The concordance of H=uibble4
he target #ord, %uibble %fre(uency8 5
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%right collocation', (uibble #ith Preasons
igure E Target word analysis
he e$ample sentence #as thus e$tracted from the te$t in the chosen maga+ines as
sho#n in able &*, including le$ical entry, e$ample sentence, English synonym,
Chinese translation and analysis.
Table 1 *ample $orpus demonstrated in class
'ntries ';tracted e;ample sentences /eaning Analysis
groan -e could hear his desperate groaning from #ithin but ne#
there #as nothing #e could do to help. %'16 6A*6SS, 3ct. &661
%*0'8 .1'
moan
%'
gr!8emitting
lo# crying or
complaining
(uibble 3nly the selfish or the churlish could quibble#ith such reasons,
rightL %'16 6A*6SS, Mar. &666 % *6'8 *0'
argue
!CC!le8
?continuation?
shrinage he papers tell you e$actly #here the "ob shrinkage is most
severe8 construction, retailing, baning and manufacturing, to
name "ust four hard!hit sectors. %'16 6A*6SS, Nov., &661 %*'8 01'
constriction
shr!8
contracting
;i;8 small
slap And #hen the child is hastily handed bac to her father, she
begins slapping him hysterically for his seeming abandonment
of her. %'16 6A*6SS, 3ct. &661 %*0'8 1&'
smac
sl!8
!p8 short stop
trivial Gedged!fund managers call this Yevent ris,Z and it e$plains
#hy problems in a trivialeconomy lie ussia/s can spur sell!
offs that #ipe trillions of dollars from the value of global
marets. %'16 6A*6SS, Nov., &661 %*'8 0'
trifling
tri!8 three
tBth
!via8 #ay
$Bw
;i;8 small
< $!N$*I!N
Corpora have been used not only in language instruction and learning, but also
in teaching academic disciplinary content, e.g. linguistics. his research has
demonstrated the effect of integrating corpus!based approaches %C2A' into a
linguistics pro"ect related to SS vocabulary to promote learners/ #ord gro#th.
8/13/2019 Integrating Corpora
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vocabulary learning. he study of Case ) particularly aimed at e$ploring that students
of the e$perimental group participating in this corpus!based pro"ect ac(uired more
incidental vocabulary than the control group #ho did not. Students in the
e$perimental group based their pro"ects on self!construction corpora related to SS,
#hich #as integrated into students/ one!year long pro"ect, including different
categories of vocabulary #ith e$ample sentences, #ord fre(uencies and percentages.
:t has been confirmed that students #ere able to use different linguistic methods to
analy+e the collected data mainly from English maga+ines.
2oth a pre!test and one or t#o more post!tests #ere administered to evaluate
students/ performance. he ma"or findings are recapitulated as follo#s8
he treatment of SS!method and relevant trainings favoured e$perimental
groups in Cases & and ) for their intentional %Case &' and incidental
vocabulary gro#th %Cases )'.
ANC34A %Case )' indicated that the e$perimental group significantly
outperformed the control group in the vocabulary tests. Case ) also covered all
of the follo#ing positive by!products.
his research integrated C2A and SS!method, also resulting in some positive
by!products8
Students learned linguistics no#ledge %e.g. etymology and >rimm/s
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considerations for lo#er level of students to yield better results #ith the time and
resource allocation of any particular course design. or more efficient results, SS!
method can serve as the main #ord!focused activities. SS #ords are very useful for
8/13/2019 Integrating Corpora
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associations, submorphemic units and morphological segmentation. Word, 0* %)',
&69!)&.
Ellis, . and Ge, I. %&666' he roles of modified input and out in the incidental
ac(uisition of #ord meanings. Studies in second language ac%uisition, )&, )1!
*@&.
romin, 4., and odman, . %&661';n introduction to language. %thedition'.
%3rlando, ; selection of
papers from 'alcD
8/13/2019 Integrating Corpora
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;pplied "inguistics, &, *!1@.
Nation, :.S.=. %)@@&'"earning $ocabulary in another language. %Cambridge8
Cambridge University =ress'.
Nation, :.S.=. and -aring, . %&669' B4ocabulary si+e, te$t coverage and #ord lists.
:n N. Schmitt and M. McCarthy %eds.' 4ocabulary> descriptions, ac%uisition and
*edagogy%Cambridge8 Cambridge University =ress', !&6.
=arault, S. and Sch#anenflugel, =. %)@@*' Sound!symbolism8 A possible piece of
the pu++le of #ord learning. =resentation to the American Educational esearch
Association %AEA', Chicago, :< %http8;;###.aera.net;meeting;am)@@*;abVprogram;Monday*.pdf'.
=aribaht, . and -esche, M. %&669' 4ocabulary enhancement activities and reading
for meaning in second language vocabulary ac(uisition. :n . Coady and .
Gucin %eds.' Second language $ocabulary ac%uisition%Cambridge8 Cambridge
University =ress', &90!)@@.
Schmitt, N. and Fimmerman, C. %)@@)' Derivative #ord forms8 -hat do learners
no#L '6S9" Fuarterly, *, &0!&9&.
SKmen, A. %&669' Current trends in teaching second language vocabulary. :n
N. Schmitt and M. McCarthy %eds.' 4ocabulary> descriptions, ac%uisition and
pedagogy %Cambridge8 Cambridge University =ress', )*9!)9.
Sternberg, . %&619' Most vocabulary is learned from conte$t. :n M. Mc5eo#n and
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