This paper reports the outcomes of three vocabulary tests taken by 71 second-year undergraduates, discusses the possible effects of contextualized explanation of new words and Ebbinghaus Forgetting Curve on the vocabu...This paper reports the outcomes of three vocabulary tests taken by 71 second-year undergraduates, discusses the possible effects of contextualized explanation of new words and Ebbinghaus Forgetting Curve on the vocabulary teaching and learning. The authors find that in a short duration there is a significant difference between the effect of bilingual （English ＆ Chinese） explanation and that of monolingual （Chinese） explanation on the students＇ recognition of English new words.展开更多
Bilingual children＇ s word awareness can reflect the impact of bilingualism on language cognition from the aspect of psycholinguistics. The current studies on bilingual children＇s word awareness both at home and abr...Bilingual children＇ s word awareness can reflect the impact of bilingualism on language cognition from the aspect of psycholinguistics. The current studies on bilingual children＇s word awareness both at home and abroad show that there exist quite opposite points of views： bilingual disadvantage and bilingual advantage. The interpretation mechanisms of interference effect, word frequency, and mutual exclusivity constraint are used to support the bilingual disadvantage; while the interpretation mechanisms of bilingual advantage include sound coding, short-term memory, and inhibitory control. In effect, there is no negative impact of bilingualism on children＇s word awareness, and the so-called negative effects only exist on the theoretical aspect of research. The development of children＇s word awareness is influenced by many factors including age of acquisition, learning environment, and bilingual proficiency, etc.展开更多
文摘This paper reports the outcomes of three vocabulary tests taken by 71 second-year undergraduates, discusses the possible effects of contextualized explanation of new words and Ebbinghaus Forgetting Curve on the vocabulary teaching and learning. The authors find that in a short duration there is a significant difference between the effect of bilingual （English ＆ Chinese） explanation and that of monolingual （Chinese） explanation on the students＇ recognition of English new words.
基金Acknowledgements： This study was supported by National Social Science Foundation （grant number 14BYY060）, a China Postdoctoral Science Foundation （grant number 2012M520057）, and a Startup Fund for Advanced Talents of Nanjing Forestry University （grant number GXL022）.
文摘Bilingual children＇ s word awareness can reflect the impact of bilingualism on language cognition from the aspect of psycholinguistics. The current studies on bilingual children＇s word awareness both at home and abroad show that there exist quite opposite points of views： bilingual disadvantage and bilingual advantage. The interpretation mechanisms of interference effect, word frequency, and mutual exclusivity constraint are used to support the bilingual disadvantage; while the interpretation mechanisms of bilingual advantage include sound coding, short-term memory, and inhibitory control. In effect, there is no negative impact of bilingualism on children＇s word awareness, and the so-called negative effects only exist on the theoretical aspect of research. The development of children＇s word awareness is influenced by many factors including age of acquisition, learning environment, and bilingual proficiency, etc.
