5-minute Daily Practice: Vocabulary (Grades 4-8) by Kathleen Fitzgibbon

By Kathleen Fitzgibbon

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However, from a more traditional view, two of the most ob~ious aspects of lexis/grammar are word class and morphology. ) Let us look at each in tum. Word class Word class (alternatively part of speech) describes the category of grammaticalbehavior of a word. There are a number of potential word classes, but the majority of language research has concentrated on the four major categories. of noun, verb, adjective, and adverb. The results from a number of studies sugge,st that certain word classes are easier to learn than others.

This might be a useful idea for any L2 student who comes from an orthographic system that is different from English. Another crosslinguistic factor of importance is how closely theorthographic and phonological systems correspond within each of the different languages. , Hebrew). Speakers of orthographically shallow languages will tend to generate phonology' directly from written text, because the written form is a reliable guide to the spoken form. On the other hand, speakers of orthographically deep languages need to derive phonology from their internal knowledge of the' words, because their orthographies are not reliable guides to a word's phonological form.

Rather, researchers have explored whether association tests have value in measuring lexical organization and how well words are known. Examples of such tests will be discussed in Chapter 9. Meaning and organization 43 summary Knowing a word entails having mastery over various kinds of lexical knowledge. This chapter surveyed some ofthe important researchfindings and teaching implications for meaning and register knowledge. We found that a word's meaning is normally attached to a concept rather than a discrete physical entity, and is therefore typically somewhat flexible or "fuzzy," especially at the semantic borders between words.

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