Relevant bibliographies by topics / Lexicon teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Lexicon teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Lexicon teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Lexicon teaching"

1

红新, 徐. "Mental Lexicon and Vocabulary Teaching." Modern Linguistics 02, no. 01 (2014): 12–18. http://dx.doi.org/10.12677/ml.2014.21003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ramli, Ramli. "LEXICAL DISTORTION: A STUDY ON INDONESIAN-ENGLISH TRANSLATION." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 1 (June 30, 2019): 11. http://dx.doi.org/10.24252/eternal.v51.2019.a2.

Full text
Abstract:
Lexicon plays a fundamental role in translation. A good and acceptable translation should successfully render the message of source language into target language by selecting appropriate lexicon. The incorrectly lexical choice will distort the message of the source language. This paper investigates the lexical errors found in the translation of Indonesian text into English text made by the fifth-semester students. The data collection was conducted by administering a translation test to the respondents of 30 students. The data were analyzed using error analysis method following 5 steps: elicitation, registering, identifying, categorizing, and evaluating. The analysis and interpretation found that the lexical distortions can be categorized into: omission, overinclusion, misselection, disordering, and blending. Misselection is found to be the most dominant error followed respectively by omission, misordering, overinclusion, and blending. The findings show that the main problem of the translation is the wrong selection of lexicon and can contribute to the evaluation teaching-learning process either theoretically or practically. As a result, the improvement of students’ translation quality requires students to practice more and more. In addition, the teaching of translation should be focused primarily on the selection of lexicon.
APA, Harvard, Vancouver, ISO, and other styles
3

Et al., Tashtemirova Mufassal Alidjanovna. "Lingu-Didactical Basis Of Teaching English Learning Vocabulary To The First-Year Uzbek Audience Students." Psychology and Education Journal 58, no. 1 (January 29, 2021): 43–53. http://dx.doi.org/10.17762/pae.v58i1.732.

Full text
Abstract:
The relevance of the study is that the academic work is devoted to one of the least researched linguistic problems, the importance of teaching the English language teaching vocabulary to the students of the first year Uzbek audience and the solution of the problems. Effective teaching of English requires students to communicate as much as possible in English. Naturally, students learn a foreign language mainly in an educational institution, and therefore, the full understanding and application of the teaching lexicon in the educational process is one of the pressing problems. The research subject is the process of teaching the English Language Teaching lexicon to the students in the Uzbek audience. The scientific novelty of the study includes the following: 1) comparison of the composition of the Uzbek and English Language Teaching lexicon in the dissertation; 2) detailed identification of similarities and differences between the Uzbek and English Language Teaching lexicon; 3) description of the state of interpersonal interaction in the Uzbek and English language lexicon system on the basis of clear and concise materials; 4)the system of assignments is designed to eliminate the negative cases of interference in the teaching of the English Language Teaching lexicon to Uzbek students.
APA, Harvard, Vancouver, ISO, and other styles
4

Vondřička, Pavel. "Design of a Multiword Expressions Database." Prague Bulletin of Mathematical Linguistics 112, no. 1 (April 1, 2019): 83–101. http://dx.doi.org/10.2478/pralin-2019-0003.

Full text
Abstract:
Abstract The paper proposes design of a generic database for multiword expressions (MWE), based on the requirements for implementation of the lexicon of Czech MWEs. The lexicon is aimed at different goals concerning lexicography, teaching Czech as a foreign language, and theoretical issues of MWEs as entities standing between lexicon and grammar, as well as for NLP tasks such as tagging and parsing, identification and search of MWEs, or word sense and semantic disambiguation. The database is designed to account for flexibility in morphology and word order, syntactic and lexical variants and even creatively used fragments. Current state of implementation is presented together with some emerging issues, problems and solutions.
APA, Harvard, Vancouver, ISO, and other styles
5

AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (November 21, 2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.

Full text
Abstract:
This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.
APA, Harvard, Vancouver, ISO, and other styles
6

Priyono, Priyono. "Towards a Reduction of Grammar Teaching a Lexical Analysis." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (August 29, 2015): 88. http://dx.doi.org/10.15639/teflinjournal.v10i1/88-102.

Full text
Abstract:
Learning a language is essentially learning vocabulary, and it is the lexical competence that enables the learners to use the language with ease. It will be argued that such an ability includes, among the important ones, the knowledge of semantic properties and syntactic behavior of the lexical item as well as its collocation. The acquisition of the semantic properties of a lexical item is ncccssaary to support the learner's ability to distinguish different senses encoded in the lexical item, and the knowledge of syntactic behavior reflects the learner's ability to recognize and produce the syntactic variants into which a lexical item can enter. The collocational competence is the knowledge of the lexical behavior in particular that enables the learner to envisage the possible cooccurrence of other words with the given lexical item. Thus, the acquisition of lexical competence would cover a large part of syntax. This understanding of the nature and characteristics of lexicon would raise some questions on the relevance of putting great emphasis on the teaching of grammar only.
APA, Harvard, Vancouver, ISO, and other styles
7

Hill, Peter. "Teaching Slavonic languages in Australia." Volume 3 3 (January 1, 1986): 123–30. http://dx.doi.org/10.1075/aralss.3.08hil.

Full text
Abstract:
The absence of suitable materials for use in beginners’ courses in Macedonian for Australian undergraduates has led to the production of an Australia-based audio-visual course. The development of this course has involved decisions that fall within the area of language planning. Macedonians in Australia are not normally very conversant with the Macedonian standard or “literary” language (MSL), which is, in any case, not very highly standardized. It still shows considerable variation in lexicon and syntax. The MSL was chosen as the basis for the course, despite initial consideration being given to the idea that some form of dialectal language might be taught. The MSL Provides a neutral idiom that can serve people of different dialectal backgrounds. However, forms that are not likely to be accepted or even understood by large sections of the Macedonian communities in Australia are avoided. Colloquial, obsolescent and dialectal lexical items are included if they rate positively by this criterion.
APA, Harvard, Vancouver, ISO, and other styles
8

Calzadilla Vega, Grechel, Marlen Aurora Domìnguez Hernàndez, and Roberto Fernando Valledor Estevill. "CONSIDERACIONES EN TORNO AL TRATAMIENTO DIDÁCTICO DEL LÉXICO EN LA FORMACIÓN INICIAL DE PROFESORES DE ESPAÑOL-LITERATURA." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 45. http://dx.doi.org/10.33936/cognosis.v3i2.1349.

Full text
Abstract:
En el artículo se socializan resultados de la investigación doctoral La disponibilidad léxica del profesor de Español-Literatura en formación inicial, que se realiza en la Universidad de Las Tunas, Cuba. Como parte del diagnóstico, en la indagación empírica acerca del tratamiento didáctico del léxico se utilizaron como métodos el estudio de productos del proceso pedagógico, la observación, encuestas y entrevistas El análisis de los resultados permitió concluir que existe un tratamiento didáctico del léxico afectado por limitaciones en su planificación y la existencia de carencias teóricometodológicas para su orientación comunicativa, que repercuten de manera negativa en la formación de este profesional de la educación como comunicador competente y modelo lingüístico, como exigencias sociales. Se enfatiza, además, en la pertinencia de adaptar la metodología derivada de los estudios de disponibilidad léxica al contexto de la Didáctica de la lengua materna en la Educación Superior, por las posibilidades que ofrece de contribuir al diagnóstico y la posterior planificación didáctica de este componente de la lengua materna, que resulta eje transversal tanto de la competencia comunicativa, como de los componentes funcionales análisis, comprensión y construcción de textos. PALABRAS CLAVE: Tratamiento didáctico del léxico; Disponibilidad léxica; Didáctica de la lengua materna; Formación inicial de profesores de EspañolLiteratura. CONSIDERATIONS AROUND THE TEACHING TEACHING OF LEXICIAN IN THE INITIAL TRAINING OF TEACHERS OF SPANISH-LITERATURE ABSTRACT In the article the results of the doctoral research are socialized The lexical availability of the teacher of Spanish-Literature in initial formation, that is realized in the University of Las Tunas, Cuba. As part of the diagnosis, in the empirical inquiry about the didactic treatment of the lexicon, the study of products of the pedagogical process, observation, surveys and interviews was used as methods. Analysis of the results allowed to conclude that there is a didactic treatment of the lexicon affected by limitations In their planning and the existence of theoretical and methodological deficits for their communicative orientation, which have a negative impact on the education of this professional of education as a competent communicator and linguistic model, as social demands. It is also emphasized in the pertinence of adapting the methodology derived from the studies of lexical availability to the context of the teaching of the mother tongue in Higher Education, given the possibilities it offers to contribute to the diagnosis and subsequent didactic planning of this component of the mother tongue, which is the transversal axis of both the communicative competence and the functional components of analysis, comprehension and text construction. KEYWORDS: Didactic treatment of lexicon; Lexical availability; Didactics of the mother tongue; Initial formation of Spanish-Literature teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

et al., Jalilova Miray Rustambekovna. "Methods Of Teaching English Language Vocabulary To The First-Year Uzbek Students." Psychology and Education Journal 58, no. 1 (January 29, 2021): 18–27. http://dx.doi.org/10.17762/pae.v58i1.651.

Full text
Abstract:
Assimilation is the ability to use or recognize vocabulary fluently in speech. Possession or mastery means knowing the level of skill. Simple cognition refers to the ability to memorize the meaning of a word or to recognize its form. The consequence of knowing is mastery, that is, the use of a unit of language in speech. Vocabulary control is done through direct speech activities, not through special inquiries. When speaking on a topic, reading / listening comprehension creates sufficient conditions to test the student's lexical skills.Despite the fact that the goal of studying a foreign language lexicon was to conduct speech, working on lexical units during the period of acquaintance (Presentation, Presentation) and exercise (training, activation) was the primary task, when going to the stage of application, speech serves as the primary, and lexical as the engine, that is, “building material”. Consequently, it is natural for lexical skills to be included in the composition of speech skills.
APA, Harvard, Vancouver, ISO, and other styles
10

Corbacho Sánchez, Alfonso, and Luis Javier Conejero Magro. "Humour as a pedagogical tool in the teaching of English and German equivocal words." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 645–53. http://dx.doi.org/10.18844/cjes.v13i4.3886.

Full text
Abstract:
This article proves statistically the effectiveness of humour in the teaching of English and German to Spanish students of foreign languages. The referred lexicon is particularly troublemaking because of the difficulties that such vocabulary poses for Spanish learners of not-Latin-originated languages. The approach followed is a quantitative and contrastive analysis and was carried out with four groups of Spanish learners. The experimental groups (one for each language) were presented with the input they were supposed to learn in sentences and contexts in which the use of the English/German term, with the meaning of its Spanish ‘false friend’, resulted in nonsensical and highly humorous utterances. The presentation of the same lexical items to the control groups was more neutral and deliberately bereft of humour. After that, the participants were set a test to find out whether or not they remembered the proper sense of the lexicon taught and could also use it correctly. The results are conclusive and the outcome strongly supports the beneficial effects of pedagogical humour in the language classroom. Keywords: Humour, English as a foreign language, German as a foreign language, L2 resources, motivation, vocabulary development.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Lexicon teaching"

1

Sardier, Anne. "Construire la compétence lexicale : quelle place en didactique pour le cotexte ?" Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL013/document.

Full text
Abstract:
Nous cherchons dans ce travail à mieux saisir la construction de la compétence lexicale chez de jeunes collégiens. Notre propos prend appui sur des recherches en sémantique lexicale et en didactique du lexique qui prônent l'étude du rôle de la dimension syntagmatique du lexique dans l'analyse lexicale. Nous faisons l'hypothèse qu'un enseignement du lexique axé sur l'étude explicite de la structure du co-texte des unités lexicales peut favoriser la construction de la compétence lexicale. Nous proposons une réflexion didactique basée sur les approches intégratives de la lexicologie contemporaine. Nous revenons sur le concept de compétence pour proposer notre propre définition de la compétence lexicale, objet de notre recherche. Nous délimitons le co-texte qui est pour nous constitué des co-occurrents fréquents, employés dans la même phrase que l'unité lexicale étudiée. Dans une perspective didactique, nous proposons ensuite une structuration grammaticale du co-texte.À partir de ce cadre, notre protocole consiste à tester un dispositif didactique envisageant l'enseignement organisé et systématique du lexique. Nous testons ce dispositif dans deux classes de 6ème (11-12 ans). Dans une classe l'enseignement explicite de la structure du co-texte est proposée, tandis que dans l'autre sont pratiqués divers exercices extraits de manuels scolaires. Nous évaluons au terme d'une année scolaire en classe de 5ème l'impact de cet enseignement sur le développement de la compétence lexicale. L'analyse montre que les sujets qui ont bénéficié d'un enseignement explicite de la structure du co-texte ont eu tendance à s'appuyer davantage que les autres sur le co-texte pour leur calcul du sens. Les résultats obtenus au terme d'une année suggèrent que l'étude explicite de la structure du co-texte entraine des effets à un double niveau. D'une part, les élèves s'approprient une nouvelle stratégie d'interprétation des unités lexicales, cet exercice de métacognition leur permet ainsi de mieux comprendre le fonctionnement du système pour contrôler l'inférence, et de développer par là leur compétence lexicale. D'autre part, l'enseignant approfondit aussi sa connaissance de l'organisation du lexique, ce qui favorise l'intégration des structures sémantiques, morphologiques et syntagmatiques en didactique du lexique. Au regard de ces résultats et dans le cadre de la formation d'enseignants, nous présentons alors des pistes didactiques concrètes d'enseignement du lexique
We seek in this research to better understand the construction of the lexical competency in young pupils. Our purpose is based on research in lexical semantics and in didactic that advocates the study of the role of the syntagmatic dimension of the lexicon in lexical analysis. We assume that vocabulary teaching focusing on the explicit study of the structure of the co-text of lexical units can encourage the construction of the lexical competency. We propose a didactic reflection based on integrative approaches of contemporary lexicology. We study the concept of competency in order to propose our own definition of the lexical competency, the subject of our research. We describe the co-text that is done, for us, of the frequent co-occurrence used in the same sentence as the unit studied. In a didactic perspective, we then propose a grammatical structuration of the co-text.From this framework, our protocol our protocol consists in testing a didactic device considering an organized and systematic teaching of the lexicon. We test this device in two 6th grade classes (11-12 years). In one class, the explicit teaching of the co-text structure is proposed, while in the other class various exercises taken from textbooks are practiced. We evaluate at the end of a school year, in the 5th grade class, the impact of this teaching on the development of the lexical competency. The analysis shows the subjects who received explicit instruction of the co-text's structure tended to rely on the co-text more than the others in their search of sense. The results obtained after a year lead us to consider that the explicit study of the co-text structure causes effects on two levels. On the one hand, the pupils use a new strategy for interpreting the lexical units, this exercise of metacognition allows them to better understand the functioning of the system in order to control the inference, and thus develop their lexical competency. On the other hand, the teacher also deepened his knowledge of the organization of the lexicon, which promotes the integration of the semantic, morphological and syntagmatic structures. In view of these results, and as part of teacher training, we present consequently concrete didactic courses of teaching lexicon
APA, Harvard, Vancouver, ISO, and other styles
2

Silva, Lígia Fabiana de Souza. "Língua e cultura em sala de aula: o ensino das expressões idiomáticas para estudantes de português como língua materna." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-17082018-172838/.

Full text
Abstract:
O presente trabalho tem como objetivo analisar de que maneira o conhecimento/desconhecimento das expressões idiomáticas interfere na compreensão de textos que as utilizam como recurso para construção de sentidos. Tal investigação justifica-se pelo fato de os alunos da etapa inicial do Ensino Fundamental II (especificamente sexto ano) apresentarem dificuldades na leitura de textos que tenham tais expressões, já que essas unidades lexicais apresentam forte carga cultural, demandando que os usuários da língua empreendam conhecimentos lexicais e culturais para compreendê-las. Para o desenvolvimento desta pesquisa, elaboramos uma proposta de intervenção didática e a aplicamos aos alunos de duas turmas de sextos anos de uma escola municipal de cidade de São Paulo. Os resultados de tal intervenção forneceram-nos corpus para analisarmos o nível de conhecimento das expressões idiomáticas que os alunos apresentavam antes da intervenção didática, o percurso de desenvolvimento da competência lexical ao longo da produção das atividades e os resultados do trabalho após a etapa final da intervenção. A partir dos resultados obtidos, observamos que o ensino sistematizado do léxico é uma estratégia que acarreta consequências positivas tanto em relação à competência lexical quanto às competências leitora e discursiva.
The present work aims to analyze in which way idioms knowledge/ignorance interferes in the comprehension of texts that use them as a resource for the construction of meanings. This investigation is justified due to the fact that students of the initial stage of Elementary School II (specifically sixth year) present difficulties when reading texts that have such expressions, since these lexical units present a strong cultural background, demanding that the users of the language undertake lexical and cultural knowledge to understand them. For the development of this research, we elaborated a didactic intervention proposal and applied it to students from two sixth grade classes of a municipal school in the city of São Paulo. The results of such intervention provided us with corpus to analyze the level of knowledge of the idioms acknowledged by the students before the didactic intervention, the development of lexical competence throughout the production of the activities, and the results after the intervention final stage. From the results obtained, we observed that the systematized teaching of the lexicon is a strategy that has positive consequences both in relation to lexical competence and to the reading and discursive competences.
APA, Harvard, Vancouver, ISO, and other styles
3

Chou, Kam-ngan, and 曹錦顏. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37642935.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Moser, Janelle Nicole. "Bringing the lexical approach to TAFL: Evaluating the primary lexicon in Part One of the Al-Kitaab fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language textbook series." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292701.

Full text
Abstract:
This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-`Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.
APA, Harvard, Vancouver, ISO, and other styles
5

Juffs, Alan. "Learnability and the lexicon in second language acquisition : Chinese learners' acquisition of English argument structure." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41626.

Full text
Abstract:
This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA.
APA, Harvard, Vancouver, ISO, and other styles
6

Burrill, Jennifer H. "Development of an English For Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon as a Second Language." Diss., CLICK HERE for online access, 1995. http://patriot.lib.byu.edu/u?/MTAF,15589.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nagumo, Simone Fernandes Felippe. "Nippongo - relatos do cotidiano e da língua nikkei num livro didático de japonês do Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-13032018-104036/.

Full text
Abstract:
O objetivo deste trabalho foi o de apresentar e analisar os livros de 1 a 4 da série didática Nippongo, o primeiro livro de ensino da língua japonesa produzido no Brasil após a segunda guerra mundial, cuja idealização e elaboração teve um grande envolvimento da comunidade de imigrantes japoneses radicados no país. Projeto concebido após a derrota do Japão na guerra, quando os planos e sonhos dos imigrantes japoneses de retornar à sua terra natal foram destruídos e decide-se pela fixação no Brasil, o livro didático Nippongo reflete esse período de mudanças na vida dos japoneses e seus descendentes, os nikkei. Todo esse peso da história que o livro carrega foram discutidos em diversos textos acadêmicos e não acadêmicos. Este trabalho vai se limitar ao livro didático em si e aos livros de 1 a 4. A apresentação do Nippongo que pretendemos fazer neste espaço visou revelar o material ao olhar do presente, não para discutir sua adequação e eficiência pedagógica, ou não, mas para enxergar nele os reflexos do cotidiano dos nipônicos e, principalmente, da língua japonesa aqui usada e aquela a ser ensinada , em sua relação com o ensino do idioma no contexto particular do período compreendido entre meados dos anos de 1950 e meados de 1960. Definimos pela análise somente dos primeiros quatro livros da série devido à intençao explicitada, dos autores, de incorporar relatos do cotidiano dos estudantes crianças e jovens nikkei , muitas vezes narrados com a voz de uma criança. E também devido à inserção de palavras portuguesas, adaptadas à fonética japonesa e grafadas em fonossílabos katakana. Embora interessante do ponto de vista linguístico, essas palavras, que são uma característica de um japonês do Brasil o qual será designado koronia go posteriormente foram introduzidos apenas para tornar os textos familiares aos estudantes nikkei e seriam substituídas por equivalentes do japonês original.
The objective of this study was to present and analyze the books 1 to 4 of the Nippongo didactic series, the first Japanese language teaching book produced in Brazil after World War II, whose idealization and elaboration had a great involvement of the immigrant community Japanese people living in the country. Project conceived after the defeat of Japan in the war, when the plans and dreams of the Japanese immigrants to return to their homeland were destroyed and decided by the fixation in Brazil, the textbook Nippongo reflects this period of changes in the life of the Japanese and its Descendants, the nikkei. All this weight of the story that the book carries was discussed in several academic and non-academic texts. This study analyzes only books 1 to 4. The presentation of Nippongo that we intend to do in this space aimed to reveal material to the present, not to discuss its adequacy and pedagogical efficiency, or not, but to see in it the reflexes of the daily life of the Japanese and especially the Japanese language used here - and that to be taught - in its relation to the teaching of language in the context of the period between the mid-1950s and mid-1960s. We have defined by analysis only the first four books of the series due to the explicit intention of the authors to incorporate accounts of the daily life of the students - children and young nikkei -, often narrated with the voice of a child. and, due to the insertion of Portuguese words, adapted to Japanese phonetics and written in Katakana phonosyllables. Although interesting from a linguistic point of view, these words, which are a characteristic of a Japanese language from Brazil - which will be called koroniago later - were introduced only to make the texts familiar to nikkei students and would be replaced by equivalents of the original Japanese.
APA, Harvard, Vancouver, ISO, and other styles
8

Kraut, Rachel Elizabeth. "The Development of Second Language Reading and Morphological Processing Skills." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/596121.

Full text
Abstract:
Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012). The studies in this dissertation add to the growing body of literature detailing the processes of L2 reading and improvement in L2 reading skills. The first two studies will focus on a topic that has sparked lively discussion in the field over the last 10 years or so: the online processing of L2 morphologically complex words in visual word recognition. Article 3 discusses the effects of a pedagogical intervention and the ways in which it may influence the development of second language reading. Broadly, the studies in this dissertation will address the following research questions: (1) how do L2 readers process morphologically complex words? (2) Is there a connection between their knowledge of written morphology and their ability to use it during word recognition? (3) What is the role of L2 proficiency in these processes? (4) How does extensive reading influence the development of L2 reading skills? Many studies of L2 word processing have been conducted using offline methods. Accordingly, the studies in this dissertation seek to supplement what we know about L2 morphological processing and reading skills with the use of psycholinguistic tasks, namely, traditional masked priming, masked intervenor priming, and timed reading. Secondly, this collection of studies is among the few to explore the relationship between online processing and offline morphological awareness, thereby bridging the two fields of study. Thirdly, unlike most studies of online processing, the data from this dissertation will be discussed in terms of its implications for the teaching of L2 morphologically complex words and L2 reading skills. Thus, this dissertation may be of interest to those working in L2 psycholinguistics of word recognition and sentence processing as well as ESL practitioners.
APA, Harvard, Vancouver, ISO, and other styles
9

McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2: Un estudio de los modelos BIA y BIA+." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248105154.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fujarra, Eliane Nunes Pereira. "Leitura significativa: a força a palavra na reconstrução dos conhecimentos do produtor-leitor." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14180.

Full text
Abstract:
Made available in DSpace on 2016-04-28T19:33:26Z (GMT). No. of bitstreams: 1 Eliane Nunes Pereira Fujarra.pdf: 5285148 bytes, checksum: d675a6f036412c7e1840d9f5583ed5f8 (MD5) Previous issue date: 2010-10-26
Secretaria da Educação do Estado de São Paulo
This paper follows the Research Line Reading, Writing and Teaching, in interface with Research Line History and Description of Portuguese, from the Program of Pos-Graduated Studies of Portuguese, from the Pontifical Catholic University of São Paulo and has focus on the lexicon- grammatical forms of the Brazilian language as the basis of textual process: a non-linguistic knowledge investment of linguistics. It was presumed the textual production strategies are the same when considering the production movements of senses produced by reading written texts, or written texts, or written by reading process. This work privileges, the production movements produced by reading in order to evaluate the proficient reader as well as the need to re-contextualize teaching practices of the Brazilian native language in Elementary and High School. The start point of this research was focused to a study of reading concepts and ways of reading from XVIII, XIX and XX centuries and pointed out to a) the development of a reader unassociated to the writer as these social roles were considered professions and not the basis for practicing citizenship b) two kinds of unassociated reading: an intensive one and an extensive one that anticipate the press development, respectively. The paper also aimed to re-contextualize these concepts suggesting as the general goal to discover the transmutation process of text product to text-process by processing active information of lexicon- grammatical signs that linguistically organize the textual microstructure in order to change it to the macrostructure. In this matter, the research professor, based on the significant reading: the one that decodes while makes the content understandable, allowing the reader to interpret it. The used procedures for that were granted by the inter-textual and inter-discursive principles and indicate the results: a) the learners increase of previous knowledge and encyclopedia information; b) the need of considering that the support of significant reading is the reading/re-reading process from the same text ( intensive method) associated to others of the same thematic identity ( extensive method); c) the practice of teaching reading will one be significant if settled and base on interdiscipline . It is considered that this paper shows the basis of a pedagogic reading development touched by the lexicon-grammatical pedagogy that focus teaching the used language
A Dissertação está situada na Linha de Pesquisa Leitura, Escrita e Ensino, numa interface com a Linha História e Descrição da Língua Portuguesa, do programa e Estudos Pós-Graduados da Pontifícia Universidade Católica de São Paulo e tematiza as formas léxico-gramaticais do idioma brasileiro como fundamentos dos processos de textualização: investimento de conhecimentos linguísticos pelos não linguísticos. Tomou-se por pressuposto o fato de as estratégias de produção textual serem as mesmas quer sejam consideradas em relação aos movimentos de produção de leituras de textos escritos, ou de escritos de leituras. Privilegiaram-se os movimentos de produção de sentidos e reconstrução dos conhecimentos pelo produtor leitor desencadeados pelo ato de leitura, de modo a colocar em questão a formação do leitor proficiente, bem como a necessidade de recontextualizar as práticas de docência do professor de língua materna de escolas do Ensino Fundamental e Médio. O ponto de partida da pesquisa esteve configurado para uma abordagem das concepções de leitura e modos de ler do século XVIII, XIX e XX e apontou para: a) uma formação de leitor dissociada daquela do escritor, pois esses papéis sociais eram interpretados como profissões e não como fundamento para a prática de cidadania; b) para duas modalidades de leitura, dissociadas entre si: uma intensiva e outra extensiva que, respectivamente, antecederam ao desenvolvimento da imprensa. Buscamos, ainda, recontextualizar essas concepções, propondo como ler significativamente um texto transmudando-o de texto-produto em texto-processo por meio do processamento de informações ativado pelos sinais léxico-gramaticais que organizam linguisticamente a macroestrutura, de modo a convertê-la em microestrutura. Nesse sentido, o professor-pesquisador valeu-se da leitura significativa do corpus escolhido para esta pesquisa para reconstruir as proposições explícitas da base do texto pelas implícitas, de sorte a se valer da leitura significativa: aquele que faculta decodificação compreendendo para poder interpretar. Os procedimentos adotados, para tanto foram assegurados pelos princípios da intertextualidade e interdiscursividade e apontam como resultados: a) a extensão de conhecimentos prévios dos saberes dos aprendentes; b) o suporte da leitura significativa se qualificar pela leitura-releitura de um mesmo texto (modalidade intensiva), associado a outros que mantêm com ele identidade temática (leitura extensiva); c) a prática de docência de leitura só será significativa se fundada e fundamentada na interdisciplinaridade. Entende-se que a pesquisa apresenta matrizes para a construção de uma pedagogia léxico- gramatical que focaliza o ensino de língua em uso
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Lexicon teaching"

1

V, Wigram George, ed. The new analytical Greek lexicon. Peabody, Mass: Hendrickson, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Uberman, Agnieszka. Modelling the English lexicon in applied linguistics. Rzeszów: Wydawn. Uniwersytetu Rzeszowskiego, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Daulton, Frank E. Japan's built-in lexicon of English-based loanwords. Clevedon, England: Multilingual Matters, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The mental lexicon and vocabulary learning: Implications for the foreign language classroom. Tübingen: Narr, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

M, Karpova O., and Kartashkova F. I, eds. Essays on lexicon, lexicography, terminography in Russian, American and other cultures. Newcastle, UK: Cambridge Scholars Pub., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Interlanguage morphology: Irregular verbs in the mental lexicon of German-English interlanguage speakers. Tübingen: Narr, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1887-, Baumgartner Walter, Richardson, M. E. J. 1943-, and Stamm Johann Jakob 1910-, eds. The Hebrew and Aramaic lexicon of the Old Testament. Leiden: E.J. Brill, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Köhler, Ludwig Hugo. The Hebrew and Aramaic lexicon of the Old Testament. Leiden: Brill, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Calabrese, Rita. Insights into the lexicon-syntax interface in Italian learners' English: A generative framework for a corpus-based analysis. Roma: Aracne, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nattinger, James R. Lexical phrases and language teaching. Oxford [England]: Oxford University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Lexicon teaching"

1

Szubko-Sitarek, Weronika. "Modelling the Lexicon: Some General Considerations." In Second Language Learning and Teaching, 33–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-32194-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Meara, Paul. "The Bilingual Lexicon and the Teaching of Vocabulary." In Studies in Bilingualism, 279. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/sibil.6.13mea.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kim, YouJin, Scott Crossley, YeonJoo Jung, Kristopher Kyle, and Sanghee Kang. "Chapter 3. The effects of task repetition and task complexity on L2 lexicon use." In Task-Based Language Teaching, 75–96. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.03kim.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fritz, Eleonora. "Il lessico del magistero nelle prose erudite di Giovanni Boccaccio." In Intorno a Boccaccio / Boccaccio e dintorni 2019, 9–21. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-236-2.01.

Full text
Abstract:
The contribution aims to illustrate the results of the research conducted on the lexicon of the Petrarch-Boccaccio magisterium relationship. The research also made use of the comparison between Boccaccio's various masters: Petrarch on the one hand, Andalò del Negro and Leonzio Pilato on the other. The results of the research have shown the substantial difference of the Petrarchian magisterium compared to that of Leonzio or Andalò. Petrarch is a supreme teacher unlike the other two, considered by Boccaccio to be technical masters. Boccaccio in fact systematically attributes to Petrarch the noun preceptor, a very generic name: he is considered not only a teacher of literature but also of life. Boccaccio also expects from him a teaching that will lead him to an ethical conversion, as evidenced by the insistent presence of the lexicon pertaining to the moral sphere attributed to him.
APA, Harvard, Vancouver, ISO, and other styles
5

Guadalupe, Gutiérrez, Margain Lourdes, Padilla Alejandro, Canúl-Reich Juana, and Ponce Julio. "Design of a Semantic Lexicon Affective Applied to an Analysis Model Emotions for Teaching Evaluation." In Distributed Computing and Artificial Intelligence, 12th International Conference, 219–26. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19638-1_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hinkel, Eli. "Lexical Classes of Verbs." In Teaching Academic L2 Writing, 249–87. Second edition. | New York, NY: Routledge, 2019.: Routledge, 2020. http://dx.doi.org/10.4324/9780429437946-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Agustín-Llach, María del Pilar. "CLI in Lexical Accessibility." In Second Language Learning and Teaching, 49–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hutz, Matthias. "Focus on Form—The Lexico-Grammar Approach." In Teaching English as a Foreign Language, 133–58. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Molnar, Adam. "Language and Lexical Ambiguity in the Probability Register." In Teaching and Learning Stochastics, 23–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72871-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cowie, Anthony P. "Multiword Lexical Units and Communicative Language Teaching." In Vocabulary and Applied Linguistics, 1–12. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12396-4_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Lexicon teaching"

1

Pong-Inwong, Chakrit, and Wararat Songpan Rungworawut. "Teaching Senti-Lexicon for Automated Sentiment Polarity Definition in Teaching Evaluation." In 2014 Tenth International Conference on Semantics, Knowledge and Grids (SKG). IEEE, 2014. http://dx.doi.org/10.1109/skg.2014.25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

"Cultural Difference in the Teaching of English Lexicon." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Li, Rui. "The Nature of the L2 Internal Lexicon and Its Implication for Language Teaching." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Koryčánková, Simona. "POETIC TEXTS IN TEACHING OF RUSSIAN ON B1 LEVEL (ON THE EXAMPLE OF WORKING WITH VOCABULARY DENOTING PERCEPTION IN THE POEMS OF O. BŘEZINA AND V. S. SOLOVYOV)." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-5.

Full text
Abstract:
The author of the article aims to introduce Russian poetic texts into the teaching of Czech students on B1 level. The chosen teaching methodology is based on motivating the students with the use of Czech symbolist poetry by O. Březina and a subsequent analysis of a poem by V. S. Solovyov. Work with the poetry of both authors focuses on perceptual lexicon, which plays key role in uncovering the meaning of a symbolist text. Students can thus gain knowledge of polysemous words and their different author’s connotations in an enticing and creative way. This enhances not only their knowledge of the content and language, but also of the aesthetic component related to the main function of an artistic text
APA, Harvard, Vancouver, ISO, and other styles
5

Velickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.

Full text
Abstract:
The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.
APA, Harvard, Vancouver, ISO, and other styles
6

Bonkowski, Robert. "THE PROBLEM OF LEARNING BORROWINGS IN SERBIAN AS A FOREIGN LANGUAGE ON THE EXAMPLE OF GERMANISMS (IN RELATION TO SPORTS VOCABULARY)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.269b.

Full text
Abstract:
The paper sheds light on the problem of borrowings, which is extremely important when learning Serbian as a foreign language. The Serbian language is very open to elements from other languages. On the example of Germanisms (in the field of sports vocabulary), as foreign elements, it is possible to expand the vocabulary of students of the Serbian language as a foreign language. Borrowings, as part of the lexical subsystem, provide an opportunity to become important material that will meet studentsʼ expectations in terms of greater autonomy in language learning, didactic cooperation instead of learning itself, as well as the inclusion of various work techniques that would make language learning more attractive.
APA, Harvard, Vancouver, ISO, and other styles
7

ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

Full text
Abstract:
This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
APA, Harvard, Vancouver, ISO, and other styles
8

Belenkova, Nataliya, and Viktoriya Davtyan. "TEACHING ADULTS: GRAMMAR AND LEXICAL CORRELATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yusuf, Kamal. "Data Driven Learning by Discovering Lexical Bundles Using Corpus Resources." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rubtsova, Evgeniya, and Tatiana Romanova. "THE LANGUAGE COMPONENT OF THE FILM “SERF” AS A REFLECTION OF THE LINGUISTIC FEATURES OF MODERN RUSSIAN COLLOQUIAL SPEECH (RUSSIAN AS A FOREIGN LANGUAGE)." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-15.

Full text
Abstract:
This article describes some features of modern Russian speech, through an analysis of the phonetic, lexical, morphological and syntactic material in the film “Serf”. This material can be used in teaching Russian to foreign higher education students with advanced language skills.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Lexicon teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography