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Additional resources for Applied Linguistics, Volume 31, issue 5, 2010
While these continua describe the development of the semantic component of word knowledge (word meaning) only, VanPatten et al. also mentioned the dimensions of phonological and orthographic word knowledge, which develop from partial to complete levels of productive ability. g. Ellis and Beaton 1993). Few studies, however, have examined patterns in partial word form learning as a method of assessing learnability and improving our understanding of allocation of processing resources during word-level input processing.
BARCROFT AND S. org by guest on December 31, 2010 during subsequent encounters with the word. This process of allocating processing resources over time in order to move, incrementally, from partial to complete word form knowledge needs to be considered a central component of L2 vocabulary learning. As such, this form-oriented learning process needs to be given more attention in L2 vocabulary research. Furthermore, given that L2 word learning is incremental both in terms of word form (partial word form learning over time) and word meaning (learning L2-appropriate semantic space and usage over time), tension may arise with regard to the need to allocate resources to learn new bits of word form, on the one hand, and the need to learn new bits of word meaning, on the other hand.
And M. Long (eds): Handbook of Second Language Acquisition. Blackwell, pp. 3–16. Equinox Films. 1995. The Human Language, Part II: Acquiring the Human Language: Playing the Language Game. ) Foster, S. 1990. The Communicative Competence of Young Children. Longman. Gass, S. 1998. ‘Apples and oranges: Or, why apples are not orange and don’t need to be: A response to Firth and Wagner,’ Modern Language Journal 82: 83–90. Gee, J. P. 1995. ‘First language acquisition as a guide for theories of learning and pedagogy,’ Linguistics and Education 6: 331–54.