Beliefs about language learning and their relationship to the ability to integrate information from multiple sources in interpreting novel kanji compounds

Research on vocabulary acquisition suggests that integrating information from multiple sources may lead students to greater gains in learning new words than learning from one source by itself (Nagy & Anderson, 1984). However, such evidence has not been obtained from either English-speaking students (Nagy, Anderson, & Herman, 1987; Wysocki & Jenkins, 1987) or learners of English (Fisher, 1994). Epistemological belief studies have demonstrated that students' beliefs about the nature of knowledge acquisition influence their learning and comprehension in a significant way (Schommer, 1989a, 1990). The purpose of this study was to link individuals' beliefs about language learning to their ability to integrate information from semantic decomposition and sentence contexts in interpreting novel kanji compounds (i.e., words consisting of two or more Chinese characters).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Mori, Yoshiko

Contributors dc:contributor

• Nagy, William E.
• Anderson, Richard C.

• Education, Language and Literature
• Education, Educational Psychology
• Education, Reading

Statement dc:rights

• Copyright 1996 Mori, Yoshiko

Language dc:language

eng

Identifier

9780591198409
AAI9712383
(UMI)AAI9712383

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22761