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This paper describes the rationale for development of a self-instructional program using the bilingual-dichotic method, which accelerates the learning of foreign words. First, ways of learning vocabulary and the use of bilingual word lists for direct instruction with beginners are noted, and criteria are given for selection of words. Differences between the patterns of common word associations by speakers of Japanese and English are reported. The prevalent use of rote memory by beginners to learn lists of foreign words is discussed, and the bilingual-dichotic method is described as enhancing rote memory through presentation of equivalent foreign and native words in relation to the cerebral lateralization of language processes. Finally, a self-instructional program combining the bilingual-dichotic method with the relevant word variables is presented. Contains 32 references. (Author/MSE)

Descriptors: Associative Learning, Brain Hemisphere Functions, Classroom Techniques, Contrastive Linguistics, English, Foreign Countries, High Schools, Higher Education, Independent Study, Introductory Courses, Japanese, Language Processing, Neurolinguistics, Rote Learning, Second Language Instruction, Second Languages, Teaching Methods, Time Factors (Learning), Vocabulary Development, Word Lists

Web site: http://Agoralang.com./agora/agoranews/aarons.html









Autor: Aarons, Louis

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10547&id=ED431327







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