Andrea Salins, Linda Cupples, Greg Leigh, Anne Castles
{"title":"利用正字法支持减少噪音对成人口语词汇学习的影响","authors":"Andrea Salins, Linda Cupples, Greg Leigh, Anne Castles","doi":"10.1111/1467-9817.12470","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Sixty 18–35-year-old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word-matching tasks.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>These results are promising for vocabulary instruction practices in less-than-ideal listening environments where structural modifications are not a feasible option.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"601-625"},"PeriodicalIF":2.0000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12470","citationCount":"0","resultStr":"{\"title\":\"Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults\",\"authors\":\"Andrea Salins, Linda Cupples, Greg Leigh, Anne Castles\",\"doi\":\"10.1111/1467-9817.12470\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Sixty 18–35-year-old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word-matching tasks.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>These results are promising for vocabulary instruction practices in less-than-ideal listening environments where structural modifications are not a feasible option.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"47 4\",\"pages\":\"601-625\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-08-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12470\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12470\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12470","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults
Background
Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.
Methods
Sixty 18–35-year-old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word-matching tasks.
Results
The results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.
Conclusion
These results are promising for vocabulary instruction practices in less-than-ideal listening environments where structural modifications are not a feasible option.
期刊介绍:
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.