Ekves, Zachary
(2014)
Effects of word concreteness on translation-ambiguous word learning.
Undergraduate Thesis, University of Pittsburgh.
(Unpublished)
Abstract
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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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/21283 |
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