|
|||||
|
|
Sound symbolic word learning in the middle grades |
|
| Authors: | Susan J Parault Meghan Parkinson |
| Institution: | aDepartment of Counselor Education and Educational Psychology, A276 Education Building, 720 Fourth Ave S., St. Cloud State University, St. Cloud, MN 56301, USA;bDepartment of Human Development, 3304 Benjamin Building, University of Maryland, College Park, MD 20742, USA |
| Abstract: | Sound symbolism is the notion that there is a subset of words in the world’s languages for which sounds and their symbols have some degree of correspondence. Two studies assessed 5th and 6th graders’ knowledge of word meanings for English sound symbolic and non-sound symbolic words. Both studies found that the meanings of sound symbolic words were guessed more often than those for non-sound symbolic words. Study 1 found this for words presented in isolation and for both native speakers of English and those learning English as a second language. Study 1 also found that there was no difference in the ability to use sound symbolic word information between these two participant groups. Study 2 found superior performance on sound symbolic words presented both in isolation and in context and found that the combination these two types of information yielded greater word learning than either alone. We conclude that sound symbolism is a word property which influences the learning of unknown words. |
| Keywords: | Sound symbolism Vocabulary development Word learning Word learning in written context |
| 本文献已被 ScienceDirect 等数据库收录！ | |