dc.rights.license | In Copyright | en_US |
dc.creator | Comer, Emily G. | |
dc.date.accessioned | 2014-04-10T16:33:46Z | |
dc.date.available | 2014-04-10T16:33:46Z | |
dc.date.created | 2014 | |
dc.identifier | WLURG38_Comer_PHIL_2014 | |
dc.identifier.uri | http://hdl.handle.net/11021/27286 | |
dc.description | Thesis; [FULL-TEXT FREELY AVAILABLE ONLINE] | en_US |
dc.description | Emily G. Comer is a member of the Class of 2014 of Washington and Lee University. | en_US |
dc.description.abstract | My claim in this thesis is that we do not need to rely solely on studying dictionary definitions as the exclusive means of learning new words. Rather, there are far more powerful ways to increase students' vocabularies — including contextual examples, conversations about words, wide reading, and both dictionary and student-written definitions. To argue for this more holistic vocabulary pedagogy, I first consider the word-learning theory of prominent twentieth-century philosopher Ludwig Wittgenstein and draw several implications for vocabulary pedagogy from his work Philosophical Investigations. Then, using those implications as a framework, I examine several empirical studies that tested word knowledge and word learning. Next, I review Allen's well-regarded teacher resource book, Words, Words, Words, as an example of powerful, holistic vocabulary pedagogy. In accordance with the interdisciplinary nature of this thesis, I conclude with lessons for philosophy and lessons for education. [From Introduction] | en_US |
dc.description.statementofresponsibility | Emily G. Comer | |
dc.format.extent | 43 pages | en_US |
dc.language.iso | en_US | en_US |
dc.rights | This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source. | en_US |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en_US |
dc.subject.other | Washington and Lee University -- Honors in Philosophy | en_US |
dc.title | Vocabulary Pedagogy: A Wittgensteinian Approach (thesis) | en_US |
dc.type | Text | en_US |
dcterms.isPartOf | RG38 - Student Papers | |
dc.rights.holder | Comer, Emily G. | |
dc.subject.fast | Vocabulary -- Study and teaching | en_US |
dc.subject.fast | Language acquisition -- Research | en_US |
dc.subject.fast | Semantics (Philosophy) | en_US |
dc.subject.fast | Wittgenstein, Ludwig, 1889-1951 | en_US |
local.department | Philosophy | en_US |
local.scholarshiptype | Honors Thesis | en_US |