The Application and Effectiveness of Prototype Theory in The New Oxford English-Chinese Dictionary

2020 ◽  
Vol 33 (3) ◽  
pp. 288-305
Author(s):  
Dai Lingzhen ◽  
Huang Yanyan

Abstract The New Oxford English-Chinese Dictionary (NOECD) is a bilingualized dictionary based on the New Oxford Dictionary of English (NODE), which is likely the first dictionary to claim explicitly to put prototype theory into dictionary making. Assessments of the effectiveness of this move vary, but so far, no empirical study has been conducted to examine it. This paper reports two studies of the application of prototype theory in NOECD. The first regards the use of the theory in defining and sense organising, and the second concerns users’ perception of the effectiveness of the organisation of sense. The first study is qualitative, and it examines how prototype theory is exhibited in defining and sense organising. The second study is empirical and consists of a test of dictionary users’ vocabulary retention and some follow-up questions. In this second study, it was found that the prototype strategy adopted by NOECD, of identifying a core sense and grouping subsenses around it, contributed little to improving user efficiency in memorising word meanings. Several possible reasons are proposed to account for the ineffectiveness: the influence of L1, limitations of prototype theory, users’ inadequate dictionary skills and others. It is concluded that these challenges could be addressed by compiling nation-specific dictionaries for specific users. Dictionary training should be an inseparable part of language learning to improve users’ dictionary skills and awareness.

Author(s):  
Ute Ritterfeld ◽  
Timo Lüke

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.


2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.


2014 ◽  
pp. 689-707
Author(s):  
Ya-Chun Shih

Researchers and practitioners endeavoring to incorporate Second Life® (SL) and Web 2.0 into language classrooms promise greater practical value from computer-assisted language learning (CALL). This chapter provides an innovative approach to blog writing, exploring SL as an immersive experience that stimulates follow-up description, imagination, and writing creativity. Drawing on experiences in 2009 and 2010 in linking SL and Web 2.0 applications to inspire the writing of EFL (English as a Foreign Language) graduate students, this chapter describes the characteristics of descriptive writing and presents the process of learning and writing of these students in cooperation with their peers in order to discover within themselves the motivation to be creative writers.


Author(s):  
Ya-Chun Shih

Researchers and practitioners endeavoring to incorporate Second Life® (SL) and Web 2.0 into language classrooms promise greater practical value from computer-assisted language learning (CALL). This chapter provides an innovative approach to blog writing, exploring SL as an immersive experience that stimulates follow-up description, imagination, and writing creativity. Drawing on experiences in 2009 and 2010 in linking SL and Web 2.0 applications to inspire the writing of EFL (English as a Foreign Language) graduate students, this chapter describes the characteristics of descriptive writing and presents the process of learning and writing of these students in cooperation with their peers in order to discover within themselves the motivation to be creative writers.


2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>


1987 ◽  
Vol 31 (2) ◽  
pp. 161-172
Author(s):  
Alan J. Watson ◽  
Kenneth E. Sinclair

A cognitive developmental view of learning to read was tested with 100 Year 4 children by examining the relationship of conceptual reasoning (multiple seriation and perceptual regulations), oral language (vocabulary and grammatic prediction) and reading (word recognition and comprehension). Regression analysis showed that multiple seriation and perceptual regulations, though related, are distinct in their contributions to the variance in reading. Backward regression indicated that reasoning contributed to the variance in reading independently of the influence of oral language. Qualitative aspects of student responses suggest ways in which reading involves the reasoning tasks studied. The findings, by suggesting the importance of non-language mental structuring activity for children's reading, indicate that language learning explanations of reading may not be sufficient. The study calls for longitudinal follow-up to examine the dynamic of developmental change over the extended period needed for learning to read.


ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 112-134 ◽  
Author(s):  
Philip Murphy

AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.


Sign in / Sign up

Export Citation Format

Share Document