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The effects of semantic clustering on the learning of second language vocabulary. System, 21, 371-380. doi:10.1016/0346-251X(93)90027-E Tripp, D. (1993). Critical incidents in teaching: developing professional judgement. London: Routledge. Wallace, M. J.
Introduction The study of the mental lexicon deals with how words are acquired, comprehended, organized, stored, retrieved, and produces. The term “mental lexicon” is used interchangeably with what some scholars refer to as “internal lexicon” (Bonin, 2004). It involves the different processes and activations done in the brain in order to store the words and form an internal memory which functions as a mental dictionary. Psychologist and linguists who are concerned with this study believe that words are stored in relation to their phonological, semantic, syntactic and even orthographical features. Early studies in this field were established by the end of the 1960s.
Bernhardt (1991) proposed an interactive model of reading arguing for five factors that influence reading comprehension: (i) fluent word recognition; (ii) familiarity with text structure; (iii) appropriately used background knowledge; (iv) syntactic awareness; and (v) phonographemic features. Metacognitive reading strategies were also recognized as another important factor in Bernhardt's model. Devine (1988) states that to achieve language proficiency it is necessary to read and apply background knowledge and reading strategies. Such views may be associated with the final stage in ChaIt's (cited in Adams, 1990) model where the reader comprehends material to a degree based on the need to achieve their goals in reading - the reader can analyze,
Behaviorism. Psychological Record, 61(3), 449-463. Nunan, D. (1998). Teaching Grammar in Context. ELT Journal, 52(2), 101-109.
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1. Introduction: A key tenet of applied linguistic research vis-à-vis second/foreign language acquisition is the modelling of the underlying representations of learners at a particular stage in the process of L2 acquisition and of the developmental constraints that limit L2 production. Interlanguage, i.e. the linguistic system evidenced when a second language learner attempts to express meanings in the language being learned, is a central source of evidence for investigating these mental processes. On that note, quality of research on language acquisition seems to rely largely on the reliability and validity of the data elicitation and collection procedures.
Upshur, J. A., & Turner, C. E. (1999). Systematic effects in the rating of second-language speaking ability: Test method and learner discourse. Language Testing, 16(1), 82–111. Weigle, S. C. (2002).
Thus, different attempts have been made to explore the process of vocabulary learning, among which is the notion of conceptualization Carter defines as creating new concepts based on the already existing concepts and words. Furthermore, Cruse (2000) believes the most effective way to understand meaning is to hold on the idea that meaning is conceptual in nature. Therefore, after a brief description about the importance and current situation of vocabulary teaching and learning, this paper is aimed at having a better understanding about language processing by exploring three key terms (c... ... middle of paper ... ....255 Milton, J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in English as a foreign language. In R. Chacon-Beltran, C. Abello-Contesse & M.M.