Coverart for item
The Resource Using pedagogic intervention to cultivate contextual lexical competence in L2 : an investigation of Chinese EFL learners, Gaiyan Wang

Using pedagogic intervention to cultivate contextual lexical competence in L2 : an investigation of Chinese EFL learners, Gaiyan Wang

Label
Using pedagogic intervention to cultivate contextual lexical competence in L2 : an investigation of Chinese EFL learners
Title
Using pedagogic intervention to cultivate contextual lexical competence in L2
Title remainder
an investigation of Chinese EFL learners
Statement of responsibility
Gaiyan Wang
Creator
Subject
Language
eng
http://library.link/vocab/creatorName
Wang, Gaiyan,
Dewey number
428.0076
Index
no index present
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/subjectName
  • English language
  • English language
Label
Using pedagogic intervention to cultivate contextual lexical competence in L2 : an investigation of Chinese EFL learners, Gaiyan Wang
Instantiates
Publication
Antecedent source
unknown
Color
multicolored
Contents
  • Intro; Preface; Acknowledgments; Contents; Key Abbreviations; List of Figures; List of Tables; 1: Introduction; 1.1 Lexical Inferencing and Training: An Abiding Interest in L2 Vocabulary Pedagogy; 1.2 A Field of Controversies, Negligence and Knowledge Gaps; 1.2.1 Controversies Over Vocabulary Learning With/Without Context; 1.2.2 Controversies Over Contextual Vocabulary Learning With/Without Instruction; 1.2.3 Inattention to Vocabulary in L2 Instruction; 1.2.4 Memory-Oriented Vocabulary Pedagogical Assumptions; 1.2.5 Neglected Vocabulary Instruction for University-Level L2 Learners
  • 1.2.6 Knowledge Gaps in Vocabulary Study1.2.6.1 Lack of an Overall Theory of Vocabulary Acquisition; 1.2.6.2 Lack of a Reliable and Valid Measurement of Various Aspects of Word Knowledge; 1.2.6.3 Lack of Communication Among Vocabulary Specialists in Different Fields; References; Part I: CLIC: The Concept and Its Cultivation; Overview; 2: Introduction: What Is CLIC?; 2.1 Current State of Research on Lexical Inferencing; 2.1.1 The Framework of Levels of Processing; 2.1.2 Task-Induced ILH; 2.1.3 TFA Framework
  • 2.2 Need for Re-conceptualizing the Current View on the Nature of Lexical Meaning2.2.1 Static View on the Nature of Lexical Meaning; 2.2.2 Dynamic View on the Nature of Lexical Meaning; 2.2.3 The Dynamic Nature of Lexical Meaning Versus Lexical Inferencing; 2.2.4 Lexical Competence Versus CLIC; 2.3 Need for Fostering L2 CLIC Through Pedagogical Intervention; 2.3.1 Two Approaches to Vocabulary Pedagogy; 2.3.2 Controversies Over the Two Approaches; 2.3.3 Complementary Nature of the Two Approaches; 2.3.3.1 Expansion of Vocabulary Size; 2.3.3.2 Improvement of Lexical Competence
  • Linguistic Meaning Versus Pragmatic MeaningTransition Between Linguistic Meaning and Pragmatic Meaning; 2.3.3.3 Service Provided to L2 Learners at Different Proficiency Levels; 2.3.4 CLIC Cultivation as a Bridge Connecting the Two Approaches; 2.4 Research Questions; References; 3: CLIC-Related Concepts and a CLIC Conceptual Model; 3.1 Redefining CLIC-Related Concepts; 3.1.1 Context; 3.1.1.1 Text-Based Classifications of Context; 3.1.1.2 Learner-Based Taxonomies of Knowledge Sources; 3.1.1.3 Rapaport and Kibby's (2007, 2009) Definition of Context
  • 3.1.1.4 An Operational Definition of Context for the Present Study3.1.2 Lexical Inferencing; 3.1.2.1 Inferencing; 3.1.2.2 Lexical Inferencing in the Process of Reading; 3.1.2.3 Operational Definition of Lexical Inferencing for the Present Study; 3.1.3 IVA; 3.1.3.1 IVA Hypothesis; 3.1.3.2 Incidental Versus Implicit Vocabulary Learning; 3.1.4 A Combined Model of IVA; 3.1.4.1 Inferencing at the Text Level; 3.1.4.2 Inferencing at the Word Level; 3.1.4.3 Focus and Enrichment Instead of Inferencing; 3.1.4.4 Operational Definitions of IVA, RC and LA
Control code
on1052566582
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9783319927169
Level of compression
unknown
Note
SpringerLink
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)1052566582
Label
Using pedagogic intervention to cultivate contextual lexical competence in L2 : an investigation of Chinese EFL learners, Gaiyan Wang
Publication
Antecedent source
unknown
Color
multicolored
Contents
  • Intro; Preface; Acknowledgments; Contents; Key Abbreviations; List of Figures; List of Tables; 1: Introduction; 1.1 Lexical Inferencing and Training: An Abiding Interest in L2 Vocabulary Pedagogy; 1.2 A Field of Controversies, Negligence and Knowledge Gaps; 1.2.1 Controversies Over Vocabulary Learning With/Without Context; 1.2.2 Controversies Over Contextual Vocabulary Learning With/Without Instruction; 1.2.3 Inattention to Vocabulary in L2 Instruction; 1.2.4 Memory-Oriented Vocabulary Pedagogical Assumptions; 1.2.5 Neglected Vocabulary Instruction for University-Level L2 Learners
  • 1.2.6 Knowledge Gaps in Vocabulary Study1.2.6.1 Lack of an Overall Theory of Vocabulary Acquisition; 1.2.6.2 Lack of a Reliable and Valid Measurement of Various Aspects of Word Knowledge; 1.2.6.3 Lack of Communication Among Vocabulary Specialists in Different Fields; References; Part I: CLIC: The Concept and Its Cultivation; Overview; 2: Introduction: What Is CLIC?; 2.1 Current State of Research on Lexical Inferencing; 2.1.1 The Framework of Levels of Processing; 2.1.2 Task-Induced ILH; 2.1.3 TFA Framework
  • 2.2 Need for Re-conceptualizing the Current View on the Nature of Lexical Meaning2.2.1 Static View on the Nature of Lexical Meaning; 2.2.2 Dynamic View on the Nature of Lexical Meaning; 2.2.3 The Dynamic Nature of Lexical Meaning Versus Lexical Inferencing; 2.2.4 Lexical Competence Versus CLIC; 2.3 Need for Fostering L2 CLIC Through Pedagogical Intervention; 2.3.1 Two Approaches to Vocabulary Pedagogy; 2.3.2 Controversies Over the Two Approaches; 2.3.3 Complementary Nature of the Two Approaches; 2.3.3.1 Expansion of Vocabulary Size; 2.3.3.2 Improvement of Lexical Competence
  • Linguistic Meaning Versus Pragmatic MeaningTransition Between Linguistic Meaning and Pragmatic Meaning; 2.3.3.3 Service Provided to L2 Learners at Different Proficiency Levels; 2.3.4 CLIC Cultivation as a Bridge Connecting the Two Approaches; 2.4 Research Questions; References; 3: CLIC-Related Concepts and a CLIC Conceptual Model; 3.1 Redefining CLIC-Related Concepts; 3.1.1 Context; 3.1.1.1 Text-Based Classifications of Context; 3.1.1.2 Learner-Based Taxonomies of Knowledge Sources; 3.1.1.3 Rapaport and Kibby's (2007, 2009) Definition of Context
  • 3.1.1.4 An Operational Definition of Context for the Present Study3.1.2 Lexical Inferencing; 3.1.2.1 Inferencing; 3.1.2.2 Lexical Inferencing in the Process of Reading; 3.1.2.3 Operational Definition of Lexical Inferencing for the Present Study; 3.1.3 IVA; 3.1.3.1 IVA Hypothesis; 3.1.3.2 Incidental Versus Implicit Vocabulary Learning; 3.1.4 A Combined Model of IVA; 3.1.4.1 Inferencing at the Text Level; 3.1.4.2 Inferencing at the Word Level; 3.1.4.3 Focus and Enrichment Instead of Inferencing; 3.1.4.4 Operational Definitions of IVA, RC and LA
Control code
on1052566582
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9783319927169
Level of compression
unknown
Note
SpringerLink
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)1052566582

Library Locations

    • InternetBorrow it
      Albany, Auckland, 0632, NZ
Processing Feedback ...