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1、 Connected Words Volume 24 Connected Words. Word associations and second language vocabulary acquisition by Paul Meara The LL language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and teaching performance; learning trajectories in
2、 second language acquisition; and written language learning in educational settings. Language Learning v. 24) Includes bibliographical references and index. 1. Second language acquisition-Study and teaching. 2. Vocabulary-Study and teaching. 3. Language and languages-Study and teaching I. Title. P11
3、8.2.M423 2009 418.0071-dc22 2009019814 isbn 978 90 272 1986 2 (hb; alk. paper) / isbn 978 90 272 1987 9 (pb; alk. paper) isbn 978 90 272 8907 0 (eb) 2009 John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permi
4、ssion from the publisher. John Benjamins Publishing Co. P.O. Box 36224 1020 me Amsterdam The Netherlands John Benjamins North America P.O. Box 27519 Philadelphia pa 19118-0519 usa The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences
5、 Permanence of Paper for Printed Library Materials, ansi z39.48-1984. 8 TM Table of contents Acknowledgements vii Introduction: Connecting words ix section 1. Early work 1 chapter 1 Learners word associations in French 5 chapter 2 Word associations in a foreign language 21 section 2. Associations as
6、 productive vocabulary 29 chapter 3 Lex30: An improved method of assessing productive vocabulary in an L2 33 chapter 4 Exploring the validity of a test of productive vocabulary 45 section 3. Word association networks 59 chapter 5 Network structures and vocabulary acquisition in a foreign language 65
7、 chapter 6 V_Links: Beyond vocabulary depth 73 chapter 7 A further note on simulating word association behaviour in an L2 85 section 4. Bibliograhical resources for word associations in an L2 97 chapter 8 Word associations in a second language: An annotated bibliography 101 vi Connected Words sectio
8、n 5. Software applications 129 chapter 9 Lex 30 v3.00: The manual 131 chapter 10 V_Six v1.00: The manual 147 chapter 11 WA_Sorter: The manual 159 References 165 Index 171 Acknowledgements Chapter 1 first appeared in Interlanguage Studies Bulletin Utrecht 3(2): 192211, 1978. Chapter 2 first appeared
9、in Nottingham Linguistics Circular 11: 2838, 1983. Chapter 3 and Chapter 4 were co-authored with Tess Fitzpatrick, and appeared respectively in System 28(1): 1930, 2000 and in Vigo International Journal of Applied Linguistics 1: 5574 (2004). Chapter 5 first appeared in: P.J.L. Arnaud Ferrer-i-Cancho
10、 given MAN, 78% respond with woman; BLACK produces white 70% of the time; BREAD gives butter 56% of the time, and so on. Connected Words Normal adults produce two main types of association, called syntagmatic and paradigmatic associations. Syntagmatic associations are associations that complete a ph
11、rase (syntagm) and some typical responses of this sort are shown below: BRUSH teeth HOLD hands BLACK mark BANK robber Paradigmatic associations are ones in which the stimulus word and the response that it evokes both belong to the same part of speech, nouns evoking nouns, verbs evoking verbs, and so
12、 on. In these cases, the two words usually share a large part of their meaning, and both stimulus and response can usually occur in the majority of contexts where the other appears. Typical paradigmatic responses are: MAN woman (meaning identical except for sex) BOY girl (meaning identical except fo
13、r sex) FATHER son (different views of the same relationship) HOT cold (polar opposite adjectives) TREE bush (both plants of a woody kind) An association such as MAN snail would technically be classed as a paradigmatic association, but responses of this sort, where the two words are not closely relat
14、ed semantically, are rather uncommon. Normal adults tend to produce more paradigmatic responses than syntagmatic ones, provided the stimulus words are reasonably common. Less frequent words, which tend to occur in more constrained contexts, are more likely to produce syntagmatic responses. Children
15、under seven years of age have a strong tendency to produce syntagmatic responses as a first preference to any word. They also tend to produce a large number of so called “clang associates” associations where the Table 2. Commonest responses to the stimulus words in Table 1 1: TABLEchairclothtalkdesk
16、 2: MANwomandogboychild 3: SOFThardcushionlightbed 4: BLACKwhitenightcatdark 5: HANDfootfingerglovearm 6: SHORTlongtallfatsmall 7: SLOWfastquicktrainsnail 8: NEEDLEthreadcottonpineye 9: BREADbutterjamcheesefood 10: BITTERsweetlemonbeersour Chapter 1. Learners word associations in French response is heavily influenced by the form of the stimulus word rather than its meaning. Some examples of clang responses are given below: LIGHT bite (rhyming response) HUM
