Deriving Word Meaning from Written Context: A Multicomponential Skill

By Ruben Fukkink, H. Blok, Kees de Glopper. 2001

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/05c8ac937465f3b4a0acdb12e259cf57d74286ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Richard Cameron
2. Alan Hunt
3. Jessica Williams
4. Susanne Rott
5. D. Beglar
6. Stuart Webb
7. N. Schmitt
8. Ying-Hsueh Cheng

In Education

1. Jessica Williams
2. Manami Suzuki
3. A. Dobao
4. Youjin Kim
5. S. Loewen
6. Masatoshi Sato

Citations in the corpus

• The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention (2002, background): “This meant including extra sentences or extending sentences.3 It has been repeatedly pointed out (e.g., Fukkink et al., 2001; Henriksen, 1999; Nation, 2001; Schmitt, 2000) that learning vocabulary is not an all or nothing proposition.”
• A framework for developing EFL reading vocabulary (2005, background): “Third, numerous linguistic and textual obstacles can lead to partially or fully incorrect inferences and attributes, which can require years to unlearn (Fukkink, Blok, and de Glopper, 2001).”