FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE

By Wei Chen. Studies in Second Language Acquisition, 2002

263 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/59993eaf9bdcbc835df472e742c63cd0b4bb3414

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. N. Schmitt
2. E. Macaro
3. E. Peters
4. B. Laufer
5. Lili Tian
6. Y. Lo
7. Nany Girsai
8. T. Odlin

In Experimental and Cognitive Psychology

1. N. Schmitt
2. E. Macaro
3. Lili Tian
4. T. Odlin
5. Y. Lo
6. Nany Girsai
7. B. Laufer
8. Wei Chen

In Language and Linguistics

1. N. Schmitt
2. E. Macaro
3. Y. Lo
4. Lili Tian
5. E. Peters
6. Nany Girsai
7. B. Laufer
8. T. Odlin

Citations in the corpus

• 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).”
• Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “Jiang (2002, 2004) found that advanced Chinese learners of English had difficulty distinguishing between pairs of English words that were translated by a single Chinese word, for example criterion-standard, accurate-precise, safe-secure, etc.”
• CROSSLINGUISTIC INFLUENCE AND CONCEPTUAL TRANSFER: WHAT ARE THE CONCEPTS? (2005, background): “Some lexical studies have likewise emphasized the importance of transfer (e.g.,, Jiang, 2002; Singleton, 2004; Zimmerman, 2004), and some have looked at transfer in morphology (e.g., De Angelis & Selinker, 2001; Herwig, 2001).”
• Review article: Instructed second language vocabulary learning (2008, background): “But perhaps the best evidence for L1 influence comes from psycholinguistic studies, which demonstrate that the L1 is active during L2 lexical processing in both beginning and more-advanced learners (e.g. Hall, 2002; Jiang, 2002; Sunderman & Kroll, 2006).”
• Semantic Transfer and Its Implications for Vocabulary Teaching in a Second Language (2004, methodology): “The same-translation effect found in my earlier study (Jiang, 2002) offers an independent and reliable demonstration of semantic transfer in adult L2 vocabulary acquisition.”
• The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, background): “(1) Enhance students’ English proficiency before the point of change via, for example ‘bridging courses’ as suggested by Johnson and Swain (1994). (2) Teachers allocate time for pair/group discussion prior to whole class interaction in order that students have time to think through and formulate con”
• Selective Integration of Linguistic Knowledge in Adult Second Language Learning (2007, background): “from Jiang (2004b) and the remaining 12 were constructed for this study.”
• Comprehending Implied Meaning in English as a Foreign Language (2005, unknown): “…research to examine lower-order, microlevel processes only, such as lexical decisions, grammaticality judgments, and word-by-word reading (see e.g., Jiang, 2002; Juffs, 1998; Neumann, McLoskey, & Felio; 1999; Segalowitz, Segalowitz, & Wood, 1998; Snellings, van Gelderen, & Glopper, 2002; White &…”