Vocabulary acquisition: process and instruction

Detalhes bibliográficos
Autor(a) principal: Procailo, Leonilda
Data de Publicação: 2012
Outros Autores: Lapkoski, Graziella Araújo de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/2977
Resumo: Building meaning from a written text does not depend solely on vocabulary knowledge. Nevertheless, research has shown that less fluent readers need to increase their vocabulary repertoire in order not to impair fluent reading. If the reader fails to bring word meaning to his/her working memory during the process of reading, global coherence may be affected as he/she cannot activate previous knowledge to interact with information from the text. In contexts of foreign language instruction, an intensive vocabulary building practice may help less fluent readers in the process of interpreting texts. In this sense, we bring up a discussion on some concepts related to meaning of “word”, lexical unit, mental lexicon, lexical entry in L1 and L2, lexical competency and automaticity of lexical recognition and production. As contribution to classroom practice, we propose a discussion on vocabulary knowledge and instruction, relating the topic to reading processing according to the Cognitive Psychology memory system.
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spelling Vocabulary acquisition: process and instructionAquisição de vocabulário: processo e ensinovocabulary acquistionreadingBuilding meaning from a written text does not depend solely on vocabulary knowledge. Nevertheless, research has shown that less fluent readers need to increase their vocabulary repertoire in order not to impair fluent reading. If the reader fails to bring word meaning to his/her working memory during the process of reading, global coherence may be affected as he/she cannot activate previous knowledge to interact with information from the text. In contexts of foreign language instruction, an intensive vocabulary building practice may help less fluent readers in the process of interpreting texts. In this sense, we bring up a discussion on some concepts related to meaning of “word”, lexical unit, mental lexicon, lexical entry in L1 and L2, lexical competency and automaticity of lexical recognition and production. As contribution to classroom practice, we propose a discussion on vocabulary knowledge and instruction, relating the topic to reading processing according to the Cognitive Psychology memory system.A construção de significado a partir de um texto escrito não depende unicamente de conhecimento de vocabulário. Contudo, pesquisas têm demonstrado que leitores menos fluentes precisam aumentar seu repertório vocabular para não afetar a leitura fluente. Se o leitor fracassa em trazer o significado de uma palavra para sua memória de trabalho durante o processo de leitura, a coerência global pode ser afetada, já que ele não consegue ativar conhecimento prévio para interagir com informações do texto. Em contextos de ensino de língua estrangeira, uma prática intensiva de construção de vocabulário pode ajudar leitores menos fluentes no processo de interpretação de textos. Nesse sentido, discutimos alguns conceitos relacionados a significado de “palavra”, unidade lexical, léxico mental, entrada lexical na L1 e L2, competência lexical e automaticidade de reconhecimento e produção lexical. Como contribuição à prática em sala de aula, propomos uma discussão sobre conhecimento e ensino de vocabulário, relacionando o tópico ao processo de leitura de acordo com o sistema de memória da Psicologia Cognitiva.Edunisc2012-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/297710.17058/signo.v37i63.2977Signo; v. 37 n. 63 (2012): Dificuldades no aprendizado e processamento da leitura; 146-1591982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/2977/2328Procailo, LeonildaLapkoski, Graziella Araújo de Oliveirainfo:eu-repo/semantics/openAccess2018-07-26T18:00:48Zoai:ojs.online.unisc.br:article/2977Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:00:48Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Vocabulary acquisition: process and instruction
Aquisição de vocabulário: processo e ensino
title Vocabulary acquisition: process and instruction
spellingShingle Vocabulary acquisition: process and instruction
Procailo, Leonilda
vocabulary acquistion
reading
title_short Vocabulary acquisition: process and instruction
title_full Vocabulary acquisition: process and instruction
title_fullStr Vocabulary acquisition: process and instruction
title_full_unstemmed Vocabulary acquisition: process and instruction
title_sort Vocabulary acquisition: process and instruction
author Procailo, Leonilda
author_facet Procailo, Leonilda
Lapkoski, Graziella Araújo de Oliveira
author_role author
author2 Lapkoski, Graziella Araújo de Oliveira
author2_role author
dc.contributor.author.fl_str_mv Procailo, Leonilda
Lapkoski, Graziella Araújo de Oliveira
dc.subject.por.fl_str_mv vocabulary acquistion
reading
topic vocabulary acquistion
reading
description Building meaning from a written text does not depend solely on vocabulary knowledge. Nevertheless, research has shown that less fluent readers need to increase their vocabulary repertoire in order not to impair fluent reading. If the reader fails to bring word meaning to his/her working memory during the process of reading, global coherence may be affected as he/she cannot activate previous knowledge to interact with information from the text. In contexts of foreign language instruction, an intensive vocabulary building practice may help less fluent readers in the process of interpreting texts. In this sense, we bring up a discussion on some concepts related to meaning of “word”, lexical unit, mental lexicon, lexical entry in L1 and L2, lexical competency and automaticity of lexical recognition and production. As contribution to classroom practice, we propose a discussion on vocabulary knowledge and instruction, relating the topic to reading processing according to the Cognitive Psychology memory system.
publishDate 2012
dc.date.none.fl_str_mv 2012-07-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/2977
10.17058/signo.v37i63.2977
url https://online.unisc.br/seer/index.php/signo/article/view/2977
identifier_str_mv 10.17058/signo.v37i63.2977
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/2977/2328
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 37 n. 63 (2012): Dificuldades no aprendizado e processamento da leitura; 146-159
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
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