Cmap
Lexical Categories: Concept Mapping Instruction On the Effect of Noun Identification in Foreign Language Texts

José L., Gómez and Enrique, Arias and Juan, Lirio (2008) Lexical Categories: Concept Mapping Instruction On the Effect of Noun Identification in Foreign Language Texts. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Third Int. Conference on Concept Mapping. Tallinn University, Tallinn, Estonia. ISBN 978-9985-58-585-6

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Official URL: http://cmc.ihmc.us

Abstract

Concept maps basic training differences were examined in noun identification from written texts, in the context of reading and writing assignments in a foreign language. Sample groups were comprised of 10-year-old Spanish primary students who attend a bilingual school. Both male and female participants were included in the non-randomized experiment. Experimental and control sample groups were accurate in identifying singular and collective nouns, including plural irregular nouns. Although the trained sample group was efficient in detecting and categorising hypernyms and first hyponyms, compared to lower hyponym categories, pupils did not precisely discriminate adjectives within the texts, sometimes confusing them with nouns. In contrast, while the non-trained sample group disclosed precision in circling nouns and discriminating adjectives within the texts, they demonstrated less precision identifying other grammatical categories. The control sample group did not reveal accuracy discriminating verbs, adverbs, and pronouns from nouns when compared to the experimental group. Because of their lack of training, the control group displayed more creativity (charts, mind maps, tree diagrams...) when asked to create concept maps, in comparison to the experimental group. However, the trained group accomplished this activity satisfactorily. The outcome of this study reveals that a three-month trained concept mapping sample group disclose achievement in discriminating specific information from English texts. These conclusions suggest that concept mapping helps students differentiate lexical and grammatical categories from written foreign texts, which will benefit them when synthesizing the information to be learned.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2008
Subjects: L Education > L Education (General)
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 26 Aug 2016 07:31
Last Modified: 26 Aug 2016 07:31
URI: http://eprint.ihmc.us/id/eprint/398

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