An Analysis of Student and Teacher Indications of Vocabulary Difficulty  

Oleh:

Brotten, Sheila R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 12 no. 1 (Jun. 1981), page 66-71.
Topik: Analysis Vocabulary Difficulty
Fulltext: RELC 1981,VOL.12,NO.1 hal 66-71.pdf (320.86KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/12 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Glossing reading materials used by ESL students to familiarize them with new vocabulary items is a standard procedure. The reading texts that are used in ESL classrooms contain glossed passages, and teachers gloss the additional materials which are regularly used in reading classes. Over the years, glossing has been seen as a necessary procedure because reading for meaning depends, in part, on an understanding of the words that comprise a passage. Comprehension of meaning can be seriously impaired by the presence of a limited vocabulary (Chastain 1976, Cowan 1974, Eskey 1971). This is not to say that comprehension depends on an understanding of every word in a passage (Been 1975). Content can be understood and reading can be facilitated if the words that are important for meaning are known. This is evidenced by the fact that fluent readers pass over the occasional words or phrases that are not within their sight vocabularies and still comprehend the overall meaning of the passage (Smith 1973).

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