연구동향 분석

한국어 교육에서의 이해 어휘와 표현 어휘 관계 연구

심지연 2022년

논문상세정보
인용/피인용
' 한국어 교육에서의 이해 어휘와 표현 어휘 관계 연구' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 어휘 교수 방법
  • 어휘 기억
  • 어휘 지식
  • 어휘 지식 위계
  • 어휘지식의깊이
  • 어휘학습방법
  • 이해 어휘
  • 지식과 기억
  • 질적 어휘 지식
  • 표현 어휘
  • 한국어 어휘 교육
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
119 0

0.0%

' 한국어 교육에서의 이해 어휘와 표현 어휘 관계 연구' 의 참고문헌

  • 효과적인 한국어 어휘 교육을 위한 자료 개발의 실제.
    서진숙 이정희 이 중언어학 42. 이중언어학회. 195-218 [2010]
  • 한국어능력시험 어휘 문항 분석.
    배윤경 한국어문화교육 3. 한국어문화교 육학회. 23-45 [2009]
  • 한국어 학습자의 어휘 습득과 어휘 표현력에 영향을 미치는 변인 연구.
    이유림 한국어 의미학 49. 한국어 의미학회 163-187 [2015]
  • 한국어 학습용 어휘 선정 결과 보고서
    조남호 국립국어원 [2003]
  • 한국어 연어 정보의 분석응용에 관한 연구.
    강범모 최호철 홍종선 한국어 학 11. 한국어학회. 73-158 [2000]
  • 한국어 어휘 교육 항목 선정을 위한 기초 연구.
    김지영 한국어 교육 15(2). 국제한국어교육학회. 93-114 [2004]
  • 한국어 교육 과정과 교과서 연구.
    김정숙 고려대학교 박사학위논문 [1992]
  • 학문 목적 한국어 어휘학습 교재 개발을 위한 기초 연구.
    이유경 최호철 어문논집 74. 민족어문학회. 187-214 [2015]
  • 표현 어휘 신장 교육 연구
    강보선 서울대학교 박사학위논문 [2013]
  • 초등영어 학습자의 질적 어휘 지식의 평가: 단어 연상 시험을 사 용하여.
    이진경 현대영어교육 8(3). 현대영어교육학회. 189-214 [2008]
  • 초등영어 어휘 습득에서 수용적 연어 학습과 생산적 연어 학습의 효과 비교 연구.
    김혜련 채지은 교육논총 39(2). 경인교육대학교 교육연구원. 399-422 [2019]
  • 초급 KFL 학습자 한국어 양적․질적 어휘 지식과 듣기 이해의 상 관관계에 대한 연구: 한국어 어휘 지식 측정 도구 개발을 중심으로.
    오해리 인문연 구 85. 영남대학교 인문과학연구소 [2018]
  • 질적 어휘 지식 향상을 위한 병렬 텍스트 과제 활용 한국어 수업 사례 연구: 중국어권 학문 목적 한국어 학습자를 대상으로.
    전홍화 정성호 한윤정 외 국어로서의 한국어교육 56. 연세대학교 언어연구교육원 한국어학당. 485-516 [2020]
  • 읽기와 쓰기 활동이 중학생의 수용적생산적 영어 어휘 지 식 습득에 미치는 영향.
    김은아 윤현숙 영어어문교육 21(4). 한국영어어문교육학회. 151-171 [2015]
  • 외국인 학습자의 한국어 어휘 지식 평가를 통한 어휘 교육 방안 연구 : 질적 지식의 평가를 중심으로.
    이유경 한국어 교육 23(1). 국제한국어교육학 회. 161-182 [2012]
  • 영어권 한국어 학습자의 조사 사용 오류 분석과 교육 방 법: ‘-이/가’와 ‘-은/는’을 중심으로.
    김정숙 남기춘 한국어교육 13(1). 국제한국어교육학회. 27-46 [2002]
  • 영어 어휘 지식의 크기와 깊이에 따른 고등학생의 어휘 학습 전략 비교.
    배주하 한국외국어교육학회 학술대회 자료집 2018. 한국외국어교육학회. 109-111 [2018]
  • 언어심리학
    조명한 학지사 [2003]
  • 언어숙달도(Proficiency) 배양을 위한 외국어로서의 한국어 교육 방향.
    김정숙 민족문화연구 2. 고려대학교 민족문화연구소. 258-270 [1994]
  • 어휘 목록의 학습방법이 영어 어휘 기억에 미치는 영향.
    남기춘 백연지 정태원 영어학연구 20(1). 한국영어학학회. 93-118 [2014]
  • 어휘 교육의 목표로서의 어휘 능력에 대한 연구. 국어교육 113
    신명선 한국어교육연구회. 263-296 [2004]
  • 어휘 교육 내용 설계를 위한 낯선 어휘의 의미 처리 양상 연구.
    이기연 서울대학교 석사학위논문 [2006]
  • 수용적 어휘 지식과 산출적 어휘 지식.
    김영은 영어어문교육 14(3). 한 국영어어문교육학회. 283-306 [2008]
  • 말뭉치와 학습자 오류를 이용한, 외국인 학습자를 위한 한국어 어 휘 사전의 의미 기술.
    한송화 한국어정보학 4. 한국어정보학회. 91-107 [2001]
  • 르펠트의 언어 산출 모형에서 몇 가지 문제.
    김지홍 언어 36(4). 한국언 어학회. 887-901 [2011]
  • 담화 차원에서의 한국어 어휘 유창성 신장 방안 연구.
    이이경 고려대학 교 박사학위논문 [2015]
  • 기억에서의 어휘 지식 표상.
    채현식 우리말연구 35. 우리말학회 30-55 [2013]
  • 검사법의 일치도 평가를 위한 분석기법.
    박선일 오태호 한국임상수의학회 지 28(1). 108-112 [2011]
  • “한국 고등학생의 듣기 이해에서 어휘지식의 양과 깊이의 역할”
    김영은 영어교육연구 20(2). 팬코리아영어교육학회. 143-165 [2008]
  • “학문 목적 한국어 학습자의 어휘 습득 변인 연구-이해어휘와 표현 어휘 관계를 중심으로”
    원미진 언어와 문화 9(2). 한국언어문화교육학회 [2013]
  • “중국어권 한국어 학습자의 어휘 오류 연구-원인 분석을 중심으 로”
    이정희 한국어교육 19(3). 국제한국어교육학회. 403-425 [2008]
  • “어휘력과 어휘 지도-어휘력의 개념을 중심으로”
    이영숙 선청어문 25(1). 서울대학교 국어교육과. 189-208 [1997]
  • “'이해 어휘 '의 '표현 어휘' 전환을 위한 '유의어 바꿔 쓰기' 교육 방법 연구”
    박종미 국어교육 145. 한국어교육학회. 1-25 [2014]
  • Zareva, A., Schwanenflugel, P., & Nikolova, Y. (2005). “Relationship between lexical competence and language proficiency: Variable sensitivity.” Studies in Second Language Acquisition 27(4). 567–595.
    [2005]
  • Zahar, R., Cobb, T., & Spada, N. (2001). “Acquiring vocabulary through reading: Effects of frequency and contextual richness.” The Canadian Modern Language Review 57(4). 541-572.
    [2001]
  • Words in the Mind: An Introduction to the Mental Lexicon(3rd). Oxford:Blackwell.
    Aitchison, J. (홍우평 역(2004). 『언어와 마음』. 역락.) [2003]
  • Willkins D. A. (1972). Linguistics in Language Teaching. London:Edward Arnold.
    [1972]
  • Wesche, M., & Paribakht, T. S. (1996). “Assessing second language vocabulary knowledge: Depth versus breadth.” Canadian Modern Language Review 53. 13-40.
    [1996]
  • Waring, R. (1999). Tasks for assessing second language receptive and productive vocabulary. Doctoral dissertation. University of Wales. Bangor, United Kingdom.
    [1999]
  • Vocabulary Testing : Questions for Testy Development with Six Examples of Tests of Vocabulary Size and Depth.
    Schmitt , N. 6 ( 2 ) . 9 ? 16 [1994]
  • Variation and Linguistic Theory .
  • Tulving, E. T., & Donald M. (1971). "Retrieval processes in recognition memory: Effects of associative context". Journal of Experimental Psychology 87(1). 116–124.
    [1971]
  • Three Dimensions of Vocabulary Development. ” Studies in Second Language Acquisition 21 ( 2 ) . 303 ? 317
  • Thornbury, S. (2002). How to teach vocabulary. Longman.
    [2002]
  • The psychology of memory. ” In A. D. Baddeley , M. D. Kopelman & B . A . Wilson ( Eds. ) . The handbook of memory disorders
  • The psychology of foreign language vocabulary acquisition : Implications for CALL.
    Ellis , N. C. 8 . 103-128 [1995]
  • The non-uniquence of semantic solutions : Polysemy.
    Nunberg , G. 3 . 143-184 [1979]
  • The lexical profile of second language writing : does it change over time ?
    Laufer , B . 25 . 21-33 [1994]
  • The importance of L2 paring skills for L2 reading fluency.
    김성중 영 어교육 62(2). 31-46 [2007]
  • The effect of context on the visual duration threshold for words.
    Morton , J [1964]
  • The development of passive and active vocabulary : Sameor different ?
    Laufer , B 19 ( 2 ) . 255-271 [1998]
  • The development of a new measure of L2 vocabulary knowledge
    Read , J [1993]
  • The development of L2 lexis in the expression of the advanced learner.
    Laufer , B 75 . 440-448 [1991]
  • The definition and measurement of L2 explicit knowledge.
    Ellis , R. 54 ( 2 ) . 227-275 [2004]
  • The Structural Syllabus and Second Language Acquisition.
    Ellis , R. 27 , 92-98 [1993]
  • The Effects of Repetition on Vocabulary Knowledge.
    Webb , S. 28 ( 1 ) . 46-65 . [2007]
  • Stahl, S. (2005). “Four problems with teaching word meaning.” In Hiebert, E. H. & Kamil, M.(Eds). Teaching and learning vocabulary: Bringing research to practice. London: Lawrence Erlbaum Associates.
    [2005]
  • Sleep states , memory phrases , and synaptic plasticity.
    Smith , C. 78 . 49-56 [1996]
  • Size and Depth of Vocabulary Knowledge : What the Research Shows.
    Schmitt , N. 64 ( 4 ) . 913 ? 951 [2014]
  • Seidenberg, M. S., & McClelland, J. L. (1989). “A distributed, developmental model of word recognition and naming.” Psychological Review 96(4). 523 –568.
    [1989]
  • Schmitt, N., & Zimmerman, C. B. (2002). “Derivative Word Forms: What Do Learners Know?” TESOL Quarterly 36(2). 145.
    [2002]
  • Schmitt, N. (2010). An Introduction to Applied Linguistics(2nd). Oxford University Press.
    [2010]
  • Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
    [2000]
  • Schmitt, N. (1997). “Vocabulary learning strategies.” In Schmitt, N. & McCarthy, M.(Eds). Vocabulary: Description, acquisition, and pedagogy. New York: Cambridge University Press.
    [1997]
  • Saragi, T., Nation I. S. P., & Meister, G. F. (1978). “Vocabulary Learning and Reading.” System 6. 72-78.
    [1978]
  • Rickford, J., & Sankoff, G. (2019). “Implicational Scales.” In Variation, Versatility and Change in Sociolinguistics and Creole Studies. Cambridge: Cambridge University Press.
    [2019]
  • Richards, J. (1976). “The role of vocabulary teaching.” TESOL Quarterly 10. 77-89.
  • Receptive vocabulary and productive vocabulary sizes of L2 learners.
    Webb , S. 30 . 79-95 [2008]
  • Receptive and Productive vocabulary learning.
    Webb , S. [2005]
  • Rebuschat, P., & Williams, J. N. (2012). “Implicit and explicit knowledge in second language acquisition.” Applied Psycholinguistics 33(4). 829-856
    [2012]
  • Read, J. (2000). Assessing vocabualry. Cambridge: Cambridge University Press.
    [2000]
  • Polanyi, M. (1966). The Tacit Dimension. London: Routledge & Kegan Paul.
    [1966]
  • Plumbing the depths : How should the construct of vocabulary knowledge be defined ? ” In P. Bogaards & B . Laufer ( Eds. ) . Vocabulary in a second language : Selection , acquisition and testing
    Read , J [2004]
  • Perhaps functional neuroimaging has not told us anything about the mind ( so far )
    Coltheart , M. 42 ( 3 ) . 422 ? 427 [2006]
  • Patterns of vocabulary development in foreign language learners.
  • Paribakht, T. S., & Wesche, M. B. (1993). “Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program.” TESL Canada Journal 11(1). 9-29.
    [1993]
  • O’Malley, J. M., Chamot, A. U., & Walker, C. (1987). “Some applications of cognitive theory to second language acquisition.” Studies in Second Language Acquisition 9(3). 287–306.
    [1987]
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
    [2001]
  • Nation, I. S. P. (1990). Teaching and Learning vocabulary. New York: Newbury House.
    [1990]
  • Morton, J. (1980). “The logogen model and orthographic structure.” In U. Firth(Eds.). Cognitive processes in spelling. London: Academic Press.
    [1980]
  • Melka, F. (1997). “Receptive vs. productive aspects of vocabulary.” In Schmitt, N. & McCarthy, M.(Eds). Vocabulary: Description, acquisition, and pedagogy. New York: Cambridge University Press.
    [1997]
  • Melka, F. (1997). (1982). “Receptive versus productive vocabulary a survey.” Interlanguage Studies Bulletin 6. 5-33.
  • Measuring implicit and explicit knowledge of a second language. ” Implicit and Explicit Knowledge in Second Language Learning , Testing and Teaching
    Ellis , R. 31 ? 64 [2009]
  • Measuring implicit and explicit knowledge of a second language : A pstchometric study.
    Ellis , R. 27 ( 2 ) . 144-159 [2005]
  • Measuring L2 Receptive and Productive Vocabulary Knowledge.
    Pignot-Shahov , V. 4 . 37 ? 45 [2012]
  • Meara, P. (1997). Towards a new approach to modelling vocabulary acquisition. In Schmitt, N. & McCarthy, M.(Eds). Vocabulary: Description, acquisition, and pedagogy. New York: Cambridge University Press.
    [1997]
  • Meara, P. (1996b). “The vocabulary knowledge framework.” Vocabulary Acquisition Research Group Virtual Library. Swansea: Swansea University.
  • Meara, P. (1996a). “The dimensions of lexical competence.” In Brown, G., Malmkjær, K., Williams, J.(Eds.). Performance and Competence in Second Language Acquisition. Cambridge: Cambridge University Press.
  • Meara, P. & Wolter. B. (2004). “V_LINKS: Beyond vocabulary depth.” In D. Albrechtsen, K. Haastrup, & B. Henriksen(Eds.). Angles on the English speaking world 4. Copenhagen, Denmark: Museum Tusculanum Press.
    [2004]
  • McClelland, J.L., Rumelhart, D.E. & PDP Research Group (1986). “Parallel Distributed Processing.” Explorations in the Microstructure of Cognition 2. 216-271.
    [1986]
  • McClelland, J. L., & Rumelhart, D. E. (1981). “An interactive activation model of context effects in letter perception: I. An account of basic findings.” Psychological Review 88(5). 375–407.
    [1981]
  • McClelland, J. L., & Elman, J. L. (1986). “The TRACE model of speech perception.” Cognitive Psychology 18(1). 1–86.
    [1986]
  • McCarthy, M. (1998). Vocabulary, Oxford: OUP.
    [1998]
  • Marslen-Wilson, W. D. (1984). “Function and process in spoken word recognition.” In Bouma, H. & Bouwhuis, D.(Eds.). Attention and Performance X: Control of Language Processes. Hillsdale, N.J.: Erlbaum.
    [1984]
  • Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). “A theory of lexical access in speech production.” Behavioral and Brain Sciences 22(1). 1–75.
    [1999]
  • Lee, S. H., & Muncie, J. (2006). “From Receptive to Productive: Improving ESL Learners’ Use of Vocabulary in a Postreading Composition Task.” TESOL Quarterly 40(2). 295.
    [2006]
  • Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of languagelearning context. Language Learning, 48(3), 365-391.
    [1998]
  • Laufer, B., & Nation, P. (1999). “A vocabulary-size text of controlled productive ability.” Language Testing 16(1). 33-51.
    [1999]
  • Laufer, B., & Nation, P. (1995). “Vocabulary size and use: Lexical richness in L2 written production.” Applied Linguistics 16(3). 255-271.
    [1995]
  • Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26.
    [2001]
  • Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436.
    [2004]
  • Laufer, B. (1992). “How much lexis is necessary for reading comprehension?” In Arnaud, P. J. L. & Bejoing, H.(Eds). Vocabulary and Applied Linguistics. London: Macmillan.
    [1992]
  • Kroll, J. F., & Stewart, E. (1994). “Category interference in translation and picture naming: evidence for asymmetric connection between bilingual memory representations.” Journal of Memory and Language 33. 149–174.
    [1994]
  • Is research painting a biased picture of implicit learning ? The danger of methodological purity in scientific debate.
    Mathews , R. C. 4 . 38 ? 42 [1997]
  • Investigating the relationship between vocabulary knowledge and academic reading performance : An assessment perspective.
    Qian , D. D. 52 ( 3 ) . 513 ? 536 [2002]
  • Interaction of information in word recognition.
    Morton , J . 76 . 165-178 [1969]
  • Hulstijn, J., & Hulstijn, W. (1984). “Grammatical errors as a function of processing constraints and explicit knowledge.” Language Learning 34(1). 23-43.
    [1984]
  • Hauptmann, B., & Karni, A. (2002). “From primed to learn: The saturation of repetition priming and the induction of long-term memory.” Cognitive Brain Research 13(3). 313–322.
    [2002]
  • Haastrup, K., & Henriksen, B. (2000). “Vocabulary acquisition: Acquiring depth of knowledge through network building.” International Journal of Applied Linguistics (United Kingdom) 10(2). 221–240.
    [2000]
  • Grainger, J., Midgley, K., & Holcomb, P. J. (2010). “Re-thinking the bilingual interactive-activation model from a developmental perspective (BIA-d).” In M. Kail and M. Hickmann(Eds.). Language Acquisition across Linguistic and Cognitive Systems. New York, NY: John Benjamins.
    [2010]
  • González-Fernández, B., & Schmitt, N. (2020). “Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components.” Applied Linguistics 41(4). 481–505.
    [2020]
  • Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). “Measuring spoken discourse: A unit for all reasons.” Applied Linguistics 21(3). 354–375.
    [2000]
  • Forster, K. I. (1987). Form-priming with masked primes: The best match hypothesis. In M. Coltheart(Eds.). Attention and performance Ⅻ: The psychology of reading. Hove, England: Lawrence Erlbaum Associates.
    [1987]
  • Fleischman, D. A., & Gabrieli, J. D. E. (1998). “Repetition priming in normal aging and Alzheimer's disease: A review of findings and theories.” Psychology and Aging 13(1). 88–119.
    [1998]
  • Faerch, C., Haastrup, K., & Phillipson, R. (1984). Learner Language and Language Learning. Clevedon: Multilingual Matters.
    [1984]
  • Exlicit and implicit judgements of L2 Grammaticality.
    Bialystok , E. 29 ( 1 ) . 81 ? 103 [1979]
  • Ellis, R. (1994). “A theory of instructed second language acquisition.” In N. C. Ellis(Ed.). Implicit and explicit learning of languages. Academic Press.
    [1994]
  • Ellis, N. C. (1996). “Sequencing in SLA.” Studies in Second Language Acquisition 18. 91-126.
    [1996]
  • Ellenbogen, J. M., Payne, J. D., & Stickgold, R. (2006). “The role of sleep in declarative memory consolidationL Passice permissive, active or none?” Current Opinion in Neurobiology 16(6). 716-722.
    [2006]
  • Dijkstra, T., & van Heuven, W. J. B. (2002). “The architecture of the bilingual word recognition system: from identification to decision.” Bilingualism 5. 175–197.
    [2002]
  • Dienes, Z., & Scott, R. (2005). “Measuring unconscious knowledge: Distinguishing structural knowledge and judgment knowledge.” Psychological Research 69(5–6). 338–351.
    [2005]
  • Dienes, Z., & Perner, J. (1999). “A theory of implicit and explicit knowledge.” Behavioral and Brain Sciences 22(5). 735–755.
    [1999]
  • Dienes Z., & Berry, D. (1997). “Implicit synthesis.” Psychonomic Bulletin and Review 4. 68–72.
    [1997]
  • DeKeyser, R. M. (2003). “Implicit and explicit learning.” In C. Doughty, & M. H. Long(Eds.). The handbook of second language acquisition Malden. MA: Blackwell.
    [2003]
  • DeKeyser, R. M. & Sokalski, K. J. (1996). “The differential role of comprehension and production practice.” Language Learning 46(4). 613-642.
    [1996]
  • DeCamp, D. (1971). “Toward a generative analysis of a post-creole speech continuum.” In Dell Hymes(Eds.). Pidginization and creolization of languages. Cambridge: Cambridge University Press.
    [1971]
  • Davies, M. (2001). “Knowledge(Explicit, implicit and tacit: Philosophiicla aspects.” In J. D. Wright(Eds.). International Encyclopedia of Social and Behavioral Sciences(2nd). Oxford: Elseview Ltd.
    [2001]
  • Craik, F. I., & Lockhart, R. S. (1972). “Levels of processing: A framework for memory research.” Journal of Verbal Learning & Verbal Behavior 11(6). 671–684.
    [1972]
  • Craik, F. I. M., & Tulving, E. (1975). “Depth of processing and the retention of words in episodic memory.” Journal of Experimental Psychology: General 104(3). 268–294.
    [1975]
  • Consciousness-raising and the second language learner .
    Sharwood Smith , M. 2 ( 2 ) . 159-168 . [1981]
  • Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). “DRC: A dual route cascaded model of visual word recognition and reading aloud.” Psychological Review. 108(1). 204–256.
    [2001]
  • Collins, A., & Loftus, E. (1975). “A Spreading-Activation Theory of Semantic Processing.” Psychological Review 82. 407-428.
    [1975]
  • Cognitive Psychology. Wadsworth Publishing(7th).
    Karin S. Robert J. S. (신현정 역(2016). 『인지심리학』. 박학사.) [2016]
  • Chapelle, C. A. (1999). “Construct definition and validity inquiry in SLA research.” In L. F. Bachman & A. D. Cohen(Eds.). Interfaces between second language acquisition and language testing research. 32-70. New York: Cambridge University Press.
    [1999]
  • Brown, S. C., & Caik, F. I. M. (2000). “Encoding and retreival of information.” In E. Tulving & F. I. M. Craik(Eds.). The Oxford handbook of memory. New York, NY:Oxford University Press.
    [2000]
  • Brebion, G., David, A. S., Bressan, R. A., & Pilowsky, L. S. (2007). “Role of processing speed and depressed mood on encoding, storage, and retrieval memory functions in patients diagnosed with schizophrenia.” Journal of the International Neuropsychological Society 13. 99-107.
    [2007]
  • Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input.
    Vermeer , A [2001]
  • Bekerian, D. A., & Baddeley, A. (1980). “Saturation advertising and the repetition effect.” Journal of Verbal Learning and Verbal Behavior 19. 17-25.
    [1980]
  • Basic issues in lexical processing . In W . Marslen-Wilsen ( Eds. ) . Lexical representation and process
  • Baddeley, A. D., Eyesenck, M., & Anderson, M. C. (2009). Memory. New York, NY: Psychology Press.
    [2009]
  • Backhaus, J., Junghanns, K., Born, J., Hohaus, K., Faasch, F., & Hohagen, F. (2006). “Impaired declarative memory consolidation during sleep in patients with primary insomnia: Influence of sleep architecture and noctural cortisol release.” Biological Psychiatry 60(12). 1324-1330.
    [2006]
  • Atkinson, R. C. & Shiffrin, R. M. (1968). “Human Memory: A Proposed System and Its Control Processes.” In Spence, K. W. and J. T. Spence(Eds.). The Psychology of Learning and Motivation: Advanced in Research and Theory. New York: Academic Press.
    [1968]
  • Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension.
    Qian , D. D. 56 ( 2 ) . 282-307 [1999]
  • Aspects of the Theory of Syntax
  • Are C-tests valid measures for L2 vocabulary research ?
    Chapelle , C . A. 10 ( 2 ) . 157-187 [1994]
  • Anderson, J. R. (1985). Cognitive psychology and its implications(2nd). New York: Freeman.
    [1985]
  • Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
    [1983]
  • A theoretical model of second language learning.
    Bialystok , E. 28 . 69 ? 83 [1978]
  • A study of receptive and productive learning from word cards.
    Waring , R. 21 . 94-114 [1997]
  • A basis for scaling qualitative data.
    Guttman , L. 9 . 139 ? 50 [1944]