作者:Maartje van Daalen-Kapteijns、Marianne Elshout-Mohr、Kees de Glopper
DOI:10.1111/0023-8333.00150
日期:2001.3
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students' proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions
邀请 11 至 12 岁的学生推导五个未知单词的含义,每个单词都嵌入三个上下文中。我们专注于学生在三项活动中的熟练程度:从上下文中去除目标词的含义(去上下文化),用后续上下文测试对单词含义的初步想法(累积测试),以及制定类似字典的定义(定义)。我们比较了八名语言能力高的学生和八名低语言能力的学生。学生们被单独引导,通过导出目标词的含义的过程,同时大声思考。研究表明,即使是语言能力低的年轻学生也能够进行意义推导活动,而这些活动通常归因于语言能力高的成熟学生。