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The mental Lexicon and English Vocabulary Teaching - Coggle Diagram
The mental Lexicon and English Vocabulary Teaching
ORGANIZATION
OF AN ACCESS
ORGANIZATION OF THE MENTAL LEXICON
HIERARCHICAL NATWORK MODEL
Words are stored in one´s memory in networks, where in each word on concept
represents a nodes and the relationships between nodes constitude a hierarchy.
Some nodes have to be dominated by superordinate nodes.(superiordinatesubordinate)
Refered to as the priciple of cognitive economy
SPREADING ACTIVATION MODELS
A network of word relationships exist in the mental lexicon
The organization is closer to a web onterconnecting nodes
Improves upon the hierarchical network model.
The speaker knew the word´s meaning and syntactic category, but not is the
phonological features, al least not in their entirety.
PROTOTIPE MODEL
Concepts are stored in the form "prototypes"; representation of the most typical members of
given conceptual categories.
Humans are better at learning typical words first and untypical words later.
ACCESS TO THE MENTAL LEXICON
DEFINITION
Process by which meaning are activated in the intentional lexicon
LEXICAL ACCESS MODELS
THE AUTONOMOUS SEARCH
Ortographic properties of words
THE COHORT
Marslen-Wilson (1987)
Acustic-phonetic
Furter analysis
Ongoing semantic
& syntactic context.
THE LOGOGEN
Words represented by "logogens" (words´s various semantic,
orthohraphic and phonological attributes.
VARIABLES THAT INFLUENCE LEXICAL ACCESS
THE NOTION OF A MENTAL LEXICOM
Vocabulary
IMPLICATIONS FOR ENGLISH VOCABULAY TEACHING
LEARNING WORDS FROM
CONTEXT vs WORD LISTS
Contextualized words are recognized more quicky than isolated words.
Explicit teaching is essencial to learning the most frequently used words in any foreign language, these words are prerequisites for
language use.
PROVIDING LEARNERS WITH
FREQUENT EXPOSURE
Learners can acquire a substantial amount of vocabulaty through extensive reading
If a new word is repeated at regular intervals, learners are better able to remember it permanently.
Is preferable to teach vocabulary in separate sessions that are spaced apart rather than in a condenced program.
TEACHING MORPHOLOGICAL
KNOWLEDGE
Lexical desitions experiments show that response times are greater for affixed words than for non-affixed words and shorter for
prefixed words.
Many studies have demostrated that students learn and retrieve vocabulary more quicky whea the morphological method is
integrartes into language teaching.
ESTABLISHING SEMANTIC
RELATIONS BETWEEN WORDS
Polycemy involves distinguishing between the meaning of a songle word with closely related meanings
Homophony involves understanding word forms that have different spellings, meanings yet are pronounced indentically
Various boundaries, entail not only knowing what a word refers to but also how it differs from words that are related in
meaning
Synonymy involves distinguishing subtle differences in meaning between words that ostensibly mean the same thing