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Effects of word concreteness on translation-ambiguous word learning

Ekves, Zachary (2014) Effects of word concreteness on translation-ambiguous word learning. Undergraduate Thesis, University of Pittsburgh. (Unpublished)

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Previous research has shown a learning disadvantage for translation-ambiguous words in L2 learners. This study seeks to explore this relationship, primarily focusing on the role of word concreteness and multiple training methods on word learning. Results in multi-day translation production tasks show learning benefits for more concrete words and interactions between various factors and training method. Additional word characteristics shown to benefit translation-ambiguous word learning are examined.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Ekves, Zacharyzde1@pitt.eduZDE1
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTokowicz, Natashatokowicz@pitt.eduTOKOWICZ
Committee MemberWarren, Tessatessa@pitt.eduTESSA
Committee MemberCrosson, Amyacrosson@pitt.eduACROSSON
Committee MemberFerreira,
Date: 24 April 2014
Date Type: Publication
Defense Date: 27 March 2014
Approval Date: 24 April 2014
Submission Date: 17 April 2014
Access Restriction: 5 year -- Restrict access to University of Pittsburgh for a period of 5 years.
Number of Pages: 25
Institution: University of Pittsburgh
Schools and Programs: David C. Frederick Honors College
Dietrich School of Arts and Sciences > Psychology
Degree: BPhil - Bachelor of Philosophy
Thesis Type: Undergraduate Thesis
Refereed: Yes
Uncontrolled Keywords: translation ambiguity, concreteness effect, foreign language learning
Date Deposited: 24 Apr 2014 17:37
Last Modified: 24 Apr 2019 05:15


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