This handbook provides a cutting-edge survey of current scholarship in this area. Featuring original contributions from an international range of renowned scholars as well as academics at the forefront of innovative research, this is an essential text for those interested in teaching, learning, and researching vocabulary.
This handbook provides a cutting-edge survey of current scholarship in this area. Featuring original contributions from an international range of renowned scholars as well as academics at the forefront of innovative research, this is an essential text for those interested in teaching, learning, and researching vocabulary.
Stuart Webb is Professor of Applied Linguistics at the University of Western Ontario, Canada. His research interests include vocabulary studies, extensive reading and listening, and language learning through watching television.
Inhaltsangabe
List of figures List of tables List of contributors Acknowledgements 1 Introduction Part I UNDERSTANDING VOCABULARY 2 The different aspects of vocabulary knowledge 3 Classifying and identifying formulaic language 4 An overview of conceptual models and thories of lexical representation in the mental lexicon 5 The relationship between vocabulary knowledge and language proficiency 6 Frequency as a guide for vocabulary usefulness: High-, mid- and low-frequency words 7 Academic vocabulary 8 Technical vocabulary 9 Factors affecting the learning of single word items 10 Factors affecting the learning of multiword items 11 Learning single words vs. multiword items 12 Processing single- and multi-word items 13 L1 and L2 vocabulary size and growth 14 How does vocabulary fit into theories of second language learning? Part ¿ APPROACHES TO TEACHING AND LEARNING VOCABULARY 15 Incidental vocabulary learning 16 Intentional L2 vocabulary learning 17 Approaches to learning vocabulary inside the classroom 18 Strategies for learning vocabulary 19 Corpus-based wordlists in second language vocabulary research, learning, and teaching 20 Learning words with flashcards and wordcards 21 Resources for learning single-word items 22 Resources for learning multi-word items 23 Evaluating exercises for learning vocabulary Part III MEASURING KNOWLEDGE OF VOCABULARY 24 Measuring depth of vocabulary knowledge 25 Measuring knowledge of multiword items 26 Measuring vocabulary learning progress 27 Measuring the ability to learn words 28 Sensitive measures of vocabulary knowledge and processing: Expanding Nation's framework 29 Measuring lexical richness Part IV KEY ISSUES IN TEACHING, RESEARCHING, AND MEASURING VOCABULARY 30 Key issues in teaching single word items 31 Key issues in teaching multiword items 32 Single, but not unrelated: Key issues in teaching single word items 33 Key issues in researching multiword items 34 Key issues in measuring vocabulary knowledge 35 Resources for researching vocabulary Index
List of figures List of tables List of contributors Acknowledgements 1 Introduction Part I UNDERSTANDING VOCABULARY 2 The different aspects of vocabulary knowledge 3 Classifying and identifying formulaic language 4 An overview of conceptual models and thories of lexical representation in the mental lexicon 5 The relationship between vocabulary knowledge and language proficiency 6 Frequency as a guide for vocabulary usefulness: High-, mid- and low-frequency words 7 Academic vocabulary 8 Technical vocabulary 9 Factors affecting the learning of single word items 10 Factors affecting the learning of multiword items 11 Learning single words vs. multiword items 12 Processing single- and multi-word items 13 L1 and L2 vocabulary size and growth 14 How does vocabulary fit into theories of second language learning? Part ¿ APPROACHES TO TEACHING AND LEARNING VOCABULARY 15 Incidental vocabulary learning 16 Intentional L2 vocabulary learning 17 Approaches to learning vocabulary inside the classroom 18 Strategies for learning vocabulary 19 Corpus-based wordlists in second language vocabulary research, learning, and teaching 20 Learning words with flashcards and wordcards 21 Resources for learning single-word items 22 Resources for learning multi-word items 23 Evaluating exercises for learning vocabulary Part III MEASURING KNOWLEDGE OF VOCABULARY 24 Measuring depth of vocabulary knowledge 25 Measuring knowledge of multiword items 26 Measuring vocabulary learning progress 27 Measuring the ability to learn words 28 Sensitive measures of vocabulary knowledge and processing: Expanding Nation's framework 29 Measuring lexical richness Part IV KEY ISSUES IN TEACHING, RESEARCHING, AND MEASURING VOCABULARY 30 Key issues in teaching single word items 31 Key issues in teaching multiword items 32 Single, but not unrelated: Key issues in teaching single word items 33 Key issues in researching multiword items 34 Key issues in measuring vocabulary knowledge 35 Resources for researching vocabulary Index
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