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Learning words from context and dictionaries: An experimental comparison

Published online by Cambridge University Press:  28 November 2008

Ute Fischer
Ute Fischer*
Affiliation:
Princeton University
*
NASA Ames Research Center, MS 262-3, Moffett Field, CA 94035-1000
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Abstract

This research investigates the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group of subjects were given both text and dictionary entries. Subjects used each target word in an English sentence and then translated their sentences into German. The translations showed whether students had understood the meaning of a target word and permitted the specification of comprehension strategies. Subjects who had received text and dictionary entries tended to favor the dictionary and thus performed no better than students in the other experimental groups. Subjects learning words from context replaced unfamiliar words with familiar words conforming to contextual constraints. Subjects in the dictionary group commonly substituted a relevant part of the definition for the headword. Lexical errors occurred for different reasons: substitutions in the dictionary condition were unconstrained by context; substitutions in the text condition were not sufficiently constrained by context. The study shows that information about the contexts in which words are used is crucial for acquiring an adequate understanding of word meanings.1

Type
Articles
Information
Applied Psycholinguistics , Volume 15 , Issue 4 , October 1994 , pp. 551 - 574
Copyright
Copyright © Cambridge University Press 1994

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