Semantic Transfer and Its Implications for Vocabulary Teaching in a Second Language

By Wei Chen. 2004

254 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/32bfacdd711b4f71ae516dfa34f827b1ed01af55

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. E. Macaro
2. Lili Tian
3. Jihyun Nam
4. N. Kelly
5. Jennifer Bruen
6. S. Graham
7. Karen E. Roehr
8. Lawrence Jun Zhang

In Experimental and Cognitive Psychology

1. Lili Tian
2. E. Macaro
3. Jihyun Nam

In Language and Linguistics

1. E. Macaro
2. Lili Tian
3. Jihyun Nam
4. N. Kelly
5. Jennifer Bruen
6. Y. Lo
7. S. Graham
8. Karen E. Roehr

Citations in the corpus

• Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom. (2010, background): “Jiang (2004) asserted that adult L2 learners could draw on the mature conceptual and lexical systems of their native languages (L1s), in part because target vocabulary items usually have corresponding words in L1s.”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “This tendency may be accentuated where the L2 being learnt is not cognate with the learners’ L1, as is the case of Chinese and English (see a series of studies by Jiang, 2000, 2002, 2004).”