do recreates the conditions by which vocabulary learning takes place in
the crib.
Second – language learners and vocabulary aquision:
The mechanics of vocabulary learning are still something of a
mystery, but one thing we can be sure
of is that words are not
instantaneously acquired, at least not for adult second language learners.
Rather, they are gradually learned over a period of time from numerous
exposures. This incremental nature of
vocabulary acquisition
manifests
itself in a number of ways. . . . Being able to understand a word is
known as
receptive knowledge
and is normally connected with listening
and reading. If we are able to produce a word of our own accord when
speaking
or
writing,
then
that
is
considered
productive
knowledge
(
passive/active
are alternative terms). . . .
Mastery of a word only in terms of
receptive versus productive
knowledge is far too crude. . . . Nation proposes the following list of the
different kinds of knowledge that a person must master in order to know
a word.
These are known as types of
word knowledge
, and most or all of them
are necessary to be able to use a word in the
wide variety of language
situations one comes across.
Several of our own studies . . . have explored the use of annotations in
second-language multimedia environments for reading and listening
comprehension. These studies investigated how the availability of visual
and
verbal
annotations
for
vocabulary
items
in
the
text