A Dual Coding View of Vocabulary Learning

Sadoski, Mark

doi:10.1080/10573560590949359

Cited by 118 publications

(99 citation statements)

References 40 publications

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“…Based on the results of translation test, one may suggest that direct instruction can yield better results than incidental learning in relation to the production of synonyms by Saudi EFL learners (Sadoski, 2005;Lyster, 2007). This proposalis in disagreement with that of Krashen (2004), who posits that vocabulary should be acquired indirectly or incidentally through extensive reading.…”

Section: Discussioncontrasting

confidence: 48%

“…As far as synonyms are concerned, Liu & Zhong (2014) explain that L2 learners encountered problems with synonyms due to, in part, L1 interference, given that synonyms especially those that involve collocations differ cross-linguistically. Sadoski (2005) explains that there are two primary sources of effective vocabulary acquisition, namely, direct vocabulary instruction and incidental learning from context. The former refers to systematic explanation and demonstration of ways used to determine the meanings of words unknown to the learners, while the latter refers to the learning that happens incidentally without an intention to learn (Lyster, 2007, p. 27).…”

Section: Vocabulary Acquisition Theoriesmentioning

confidence: 99%

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On the Production of Synonyms by Arabic-Speaking EFL Learners

Alanazi¹

2017

IJEL

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This study examines the productive knowledge of synonyms in English by 40 Saudi EFL learners. It also tests whether the participants' English proficiency level plays a role in their production of English synonyms. To this end, the researcher designed a translation test to measure Saudi EFL learners' ability to produce the correct synonym in contextualised English sentences. In order to test whether the English proficiency level of the participants influenced their production of English synonyms, the participants were divided, on the basis of their scores on the Oxford Placement Test, into two groups: 20 Advanced Learners (ALs) and 20 Intermediate Learners (ILs). The answers of the two groups on the translation test, i.e., the ALs and ILs were compared to check whether their English proficiency level played a role on their answers. A Chi-square test was employed to determine whether the differences between the ALs and ILs on the test were statistically significant. The results show that the number of correct answers provided by ALs was higher than that provided by ILs, suggesting that their English proficiency level may have played a role in their answers. The study suggested that the main sources of error were L1 interference, lack of focus on the acquisition of vocabulary in schools in Saudi Arabia, lack of knowledge of some English lexical items, lack of awareness of the different nuances of meaning between the synonyms in English and lack of knowledge with English collocations. Finally, the study concludes with some recommendations for further research.

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Section: Discussioncontrasting

confidence: 48%

Section: Vocabulary Acquisition Theoriesmentioning

confidence: 99%

On the Production of Synonyms by Arabic-Speaking EFL Learners

Alanazi¹

2017

IJEL

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“…This shows that spellings helped readers with the harder part of vocabulary learning, remembering pronunciations of words. Why meanings were especially easy to remember in this study may be explained by several factors known to facilitate vocabulary learning (Sadoski, 2005). The words were all concrete nouns.…”

Section: Experiments With Fifth Gradersmentioning

confidence: 99%

“…As words are learned, they become embedded in a network of semantic connections to other words (Landauer & Dumais, 1997). Not only verbal definitions and interconnections but also visual images contribute to the representations of words in memory (Sadoski, 2005). The correlation between students' vocabulary knowledge and their reading comprehension is extremely high and positive (rs ranging from .63 to .73), almost as high as the correlation between different measures of reading comprehension (rs ranging from .64 to .79; Cutting & Scarborough, 2006).…”

mentioning

confidence: 99%

Spellings of Words: A Neglected Facilitator of Vocabulary Learning

Ehri

Rosenthal

2007

Journal of Literacy Research

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Vocabulary learning is central to reading ability and academic achievement. Vocabulary researchers and educators have viewed its essence as a process of associating the pronunciations and meanings of words in memory, and they have paid little attention to the contribution that spellings might make to vocabulary learning. We review theory and evidence showing that this is a serious oversight. Once children become literate, they retain the spellings of words bonded to their pronunciations and meanings in memory. Several studies show that spellings of words are retained in memory and influence phonemic and syllabic segmentation of words, they enhance memory for pseudowords, and they impact the detection of oral rhyming words. Two studies show that exposing second and fifth graders to the spellings of new vocabulary words enhances their memory for pronunciations and meanings of the words. Students with better developed orthographic knowledge benefit more from spellings in learning vocabulary words than students with weaker knowledge. In fact, the detection of a Matthew effect suggests that differences in orthographic knowledge create a difference in vocabulary size that grows increasingly large over time. Findings carry implications for enhancing vocabulary learning and instruction. Teachers need to show the spellings of new vocabulary words when they discuss their meanings. Students need to stop and pronounce unfamiliar words rather than skip them during independent reading. Researchers need to incorporate orthography into their theories explaining vocabulary acquisition, specifically phonological working memory theories, and they need to attend to its influence in studies they conduct.

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“…Clark and Paivio, (1991) emphasize that concreteness, imagery, verbal associative processes play vital roles in the representation and comprehension of knowledge, learning and memory of school material. Sadoski (2005) summarized in his review article that Dual Coding Theory accounts for some of the most effective vocabulary learning strategies that have been devised for both sight word learning and the learning of meaningful vocabulary. Boers et al (2009) stated that according to Dual Coding Theory, association of verbal information with mental image is advantageous as it provides an additional pathway for recollecting the verbal information.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners

Aydın¹

2017

ijlet

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In an English Foreign Language learning context, where access to native like use of metaphorical language is limited, gaining this ability becomes challenging. For many years, foreign language educators didn't pay much attention to idiomatic language and assumed that idioms could only be taught through rote learning. For this reason, they face with difficulties in using appropriate approaches to idiom instruction. Furthermore, learners struggle with comprehending and practicing idioms. To resolve the concern, linguists are trying to develop cognitive approaches to the teaching of idiomatic language. The purpose of this study is to provide educators with guidelines to choose the appropriate idiom teaching technique for English Foreign Language learners taking into account the learners' metaphorical competence level and their cognitive style preferences. In evaluating the appropriate teaching technique, three different techniques (context out, context in and mental imaging technique) were used. The participants were presented 50 idioms. As a first technique, context out, idioms were taught with their definitions in the dictionary without additional contextual support. As a second technique, context in, in an attempt to investigate the effect of contextual support, idioms were both presented in a sentence and with their definitions. As a third technique, mental imaging technique, in an attempt to investigate the effect of Dual Coding approach, both pictorial representations of a mapping of literal senses of each idiomatic expression and verbal support (the definition of the idiom and the sentence in which the idiom is used) were used concurrently. The findings point that mental imaging technique has positive effect on learning and recalling of the idiomatic expressions as it provides simultaneous verbal information with mental image which creates a supplementary pathway for recollecting the verbal information. In contrast, the results indicate no effect of preferred cognitive style on idiom learning and recalling among intervention groups.

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A Dual Coding View of Vocabulary Learning

Cited by 118 publications

References 40 publications

On the Production of Synonyms by Arabic-Speaking EFL Learners

On the Production of Synonyms by Arabic-Speaking EFL Learners

Spellings of Words: A Neglected Facilitator of Vocabulary Learning

The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners

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