Polysemy in Mathematical and Musical Education  

Oleh:

Nash, Penelope R.G. ; Shire, Beatrice ; Durkin, Kevin ; Crowther, Robert ; Riem, Roland

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 6 no. 2 (1985), page 147-161.
Fulltext: Vol 6, 2, p 147-161.pdf (1,015.69KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/6 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This paper reports the theoretical background and early work of a programmatic research project concerned with linguistic aspects of mathematical and musical education in the primary school It is concerned with the applications of linguistics and psycholinguistics in first-language education. The central focus is on children's understanding of familiar, everyday terms in less familiar, specialized contexts: specifically, the use of spatial terms in number descriptions and in pitch reference. It is pointed out that, although children are known to have reasonably good understanding of the spatial prepositions by the time of school entry, a lot of evidence is available to show that they have difficulties with the same words when they are encountered in mathematical and musical contexts. It is argued that this is an instance of children's developmental and educational problems with polysemous vocabulary, a relatively neglected area of linguistic development. A series of studies is summarized, illustrating that children are. generally able more easily to process basic rather than derived senses of the polysemous vocabulary under discussion. The implications of these difficulties are discussed with reference to the pedagogical contexts in which children encounter such language use, and with reference to the need for intervention research.

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