Learning Vocabulary in Another Language
Höfundur:
I. S. P. Nation (Útgáfa: 3)
Kaup valmöguleikar
Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users.
This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.
Nánar um bókina
- Cambridge University Press
- 9781009103282
- 9781009098359
- ePub
- 3
- I. S. P. Nation
- English
- 2022-06-09
- 10
- 2
- 2
Kaflar
- Cover
- Half title
- Series page
- Title page
- Imprints page
- Contents
- List of figures
- List of tables
- Acknowledgements
- Introduction
- Where does vocabulary fit in the learning goals of a course?
- Where does vocabulary fit in the four strands?
- What are the main themes of this book?
- Who is the audience for this book?
- What is new in the third edition?
- 1 The goals of vocabulary learning
- What are the different ways of counting words?
- Tokens
- Types
- Lemmas
- Flemmas
- Word families
- Can learners cope with related forms of a word?
- How much vocabulary do learners need to know?
- How many words are there in the language?
- How many words do native speakers know?
- How much vocabulary do you need to use another language?
- What are the most useful words to learn?
- High-frequency words
- Mid-frequency words
- Low-frequency words
- Academic words
- Technical words
- What are the characteristics of high-frequency vocabulary?
- What are the characteristics of mid-frequency vocabulary?
- What kinds of words are they?
- How many mid-frequency words are there?
- What should teachers and learners do about mid-frequency words?
- What are the characteristics of low-frequency vocabulary?
- What kinds of words are they?
- How many low-frequency words do learners need to know?
- What should teachers and learners do about low-frequency words?
- What are the characteristics of specialised vocabulary?
- What makes reading a book difficult from a vocabulary perspective?
- How can these difficulties be avoided?
- What is Zipf’s law and why is it important?
- How can we test vocabulary knowledge?
- Do course books provide enough opportunities for vocabulary learning?
- How can we train learners in choosing what words to learn?
- Actions
- Reasons
- 2 Knowing a word
- What is learning burden?
- Do L1 and L2 words share the same lexical store?
- How useful is the receptive/productive distinction?
- The scope of the receptive/productive distinction
- Experimental comparisons of receptive and productive vocabulary
- What are the aspects of knowing a word?
- Spoken form
- Written form
- Word parts
- Connecting form and meaning
- Concept and referents
- Associations
- Nouns
- Verbs
- Grammatical functions
- Collocations
- Constraints on use
- Item knowledge and system knowledge
- A model of the development of vocabulary knowledge
- 3 Teaching vocabulary and the roles of the teacher
- What are the roles of the teacher?
- What is involved in vocabulary teaching and what role should teaching play?
- What are the features of good vocabulary-teaching techniques?
- Which vocabulary-learning activities are the best ones?
- What learning conditions help vocabulary learning?
- Motivation
- Noticing
- Retrieval and repetition
- Varied meeting and varied use
- Elaboration
- How can we apply technique analysis to improving learning?
- How should we do direct vocabulary teaching?
- 1. Provide clear, simple, and brief explanations of meaning
- 2. Draw attention to the generalisable underlying meaning of a word
- 3. Give repeated attention to words
- 4. Help learners recognise definitions
- 5. Prioritise what should be explained about particular words
- 6. Help learners remember what is explained
- 7. Avoid interference from related words
- How should teachers deal with words in intensive reading?
- What are the different kinds of vocabulary activities and procedures?
- Spoken form
- Written form
- Word parts
- Concept and reference
- Associations
- Grammar
- Collocation
- Constraints on use
- How can we develop learners’ fluency?
- Should vocabulary-learning activities be matched to an individual’s learning style?
- How can computer-assisted vocabulary learning help learning?
- 1. Computer-assisted vocabulary learning provides fast and easy access to a wide range of resources including other learners
- 2. Computer-assisted vocabulary learning can provide multimedia resources
- 3. Computer-assisted vocabulary learning can provide immediate feedback on success and progress
- 4. Computer-assisted vocabulary learning can monitor and control learning conditions making sure that optimal conditions are applied according to research findings
- 5. Computer-assisted vocabulary learning can adapt to the performance of the learner
- 6. Computer-assisted vocabulary learning can motivate and engage learners
- How can we build repetition into a course?
- 4 Vocabulary and listening and speaking
- What vocabulary knowledge is needed for listening?
- What should be in a well-balanced listening and speaking course?
- How can we provide vocabulary support for listening?
- Receptive information transfer
- Using captions with videos
- Listening while reading
- Listening to stories
- Quizzes
- What helps vocabulary learning from listening to input?
- Interest
- Comprehension
- Spaced repeated retrieval
- Decontextualisation
- Deep-quality processing
- How much vocabulary learning occurs through listening to lectures?
- How much vocabulary learning occurs through interactive tasks?
- How often do vocabulary-related language related episodes occur?
- What do language related episodes focus on?
- Are most vocabulary-related episodes successfully resolved?
- Do vocabulary-related episodes lead to retention?
- Is computer-mediated negotiation through writing better than spoken negotiation?
- Does the use of the L1 in vocabulary-related episodes help learning?
- Do the active learners in language-related episodes learn more than those who ask or observe?
- Does most vocabulary learning in interactive activities occur through language-related episodes?
- Can learners be helped to deal with vocabulary in interactive activities?
- Is there a special vocabulary of speaking?
- How can learners develop fluency with spoken vocabulary?
- How can a teacher use input to increase vocabulary knowledge?
- Semantic mapping
- Making decisions
- How can a teacher use labelled diagrams to increase vocabulary knowledge?
- Information-transfer activities
- Split-information tasks
- How can a teacher use co-operative tasks to focus on vocabulary?
- How can a teacher design activities to help incidental vocabulary learning?
- Retelling
- Ranking
- Other activities
- Designing worksheets
- An adapted activity
- Roles or jobs
- Reporting back
- 5 Vocabulary and reading and writing
- How much vocabulary is needed for reading?
- What role does vocabulary play in determining the readability of a text?
- What should be in a well-balanced reading course?
- Learning through meaning-focused input: extensive reading
- Is input by itself all that is needed for vocabulary development?
- Language-focused learning: intensive reading
- Reading for fluency development: speed reading
- Is reading unsimplified text a good way to help vocabulary growth?
- How can learners be supported when reading unsimplified text?
- Narrow reading
- Elaboration
- Easification
- Negotiation
- Intensive reading and direct teaching
- Pre-teaching
- Dealing with words in intensive reading
- Vocabulary exercises following reading texts
- Does glossing help with vocabulary learning?
- What kind of gloss is the best?
- Does dictionary look-up help with vocabulary learning?
- Electronic dictionaries
- Reading and dictionary use
- Dictionaries and language use
- Dictionary use and learning
- The multiple-aspects strategy
- Vocabulary and writing
- How much does vocabulary use affect the quality of writing?
- Does dictionary use help writing?
- How can we measure written productive vocabulary knowledge?
- How can we measure the quality of vocabulary used in writing?
- Lexical diversity
- Lexical sophistication
- Multi-feature measures of vocabulary
- Rating scales
- Lexical errors
- How can we improve vocabulary use in writing?
- Reading and sentence completion
- Paraphrase
- Translation
- The second-hand cloze
- Dictionary use
- Reading like a writer
- The dicto-comp and related activities
- Guided semantic mapping
- Using written input to affect vocabulary use in writing
- Using speaking activities to affect vocabulary use in writing
- Issue logs
- Word-focused fluency training
- Email interaction
- 6 Learning vocabulary out of class
- Vocabulary learning and technology
- Learning through entertainment
- Does vocabulary learning occur through extramural learning?
- How much vocabulary learning occurs through extramural learning?
- What kinds of extramural learning activities are learners engaged in?
- Can vocabulary be learned through gaming?
- What are the opportunities for learning in a game?
- Can games be modified to increase vocabulary learning?
- Can vocabulary be learned through songs?
- Can vocabulary be learned through social media?
- Can vocabulary be learned through viewing television programs and movies?
- How much vocabulary knowledge is needed to watch movies and TV programs?
- Are there advantages for vocabulary learning in watching related television programs?
- Does vocabulary learning actually occur through watching television programs and movies?
- Do L2 captions help vocabulary learning?
- Do L1 subtitles help vocabulary learning?
- What kind of vocabulary is learned?
- Further research on extramural learning
- Learning through supplementary activities
- Can vocabulary be learned through extensive reading?
- What are the features of a good graded reading scheme?
- What is the optimum proportion of unknown to known words in a graded reader?
- What is the optimum spacing of vocabulary levels in a series?
- What is the highest vocabulary level that a series of readers should reach?
- Is vocabulary learning helped by indicating the new words at a level in a text?
- Is careful grammatical control necessary to produce readable readers?
- How can we design a good graded reading program?
- How can learners decide which book to choose to begin graded reading?
- How many readers should be read at each level?
- How many readers should learners be reading within a set time at each level?
- How can teachers motivate learners to do extensive reading?
- How can teachers monitor progress and make sure the learners are doing the reading?
- What does research show about the value of reading graded readers for vocabulary growth?
- Is extensive reading a good way to improve language proficiency?
- Will extensive reading of unsimplified texts help learning?
- How can we support vocabulary learning through extensive listening and viewing?
- Self-directed language learning
- Meaning-focused input
- Meaning-focused output
- Language-focused learning
- Fluency development
- 7 Vocabulary in specialised areas
- What is academic vocabulary?
- Why is academic vocabulary important?
- How can you make an academic vocabulary list?
- How can you sequence the introduction of academic vocabulary?
- What is the nature and role of academic vocabulary?
- How can you test academic vocabulary?
- How can you learn academic vocabulary?
- What is technical vocabulary?
- How can you distinguish technical vocabulary from other vocabulary?
- How can you learn technical vocabulary?
- What roles can vocabulary play in discourse?
- How is vocabulary related to the information content of a text?
- Function words
- Topic-related vocabulary
- How is vocabulary related to the organisation of a text?
- Discourse-organising vocabulary
- How does vocabulary signal the relationship between the writer or speaker and reader or listener?
- Words in discourse
- How well does content-based learning support the learning of vocabulary?
- 8 Vocabulary-learning strategies and autonomy
- What vocabulary-learning strategies are there?
- Planning vocabulary learning
- Choosing words
- Choosing aspects of word knowledge to focus on
- Choosing strategies
- Planning repetition
- Sources: finding information about words
- Analysing word parts
- Using context
- Consulting a reference source
- Using parallels with other languages
- Processes: establishing vocabulary knowledge
- Noticing
- Retrieving
- Varied meetings and varied use
- Elaboration
- Skill in use: enriching knowledge
- How can we train learners in strategy choice and use?
- Strategies and the principles of vocabulary learning
- How well do learners use strategies?
- What are the effects of training learners in strategy use?
- 9 Learning words from context
- Which is best, intentional or incidental learning?
- How are reading and vocabulary growth related to each other?
- What proportion of unknown words can be guessed from context?
- How much vocabulary is learned from context?
- What can be learned from context?
- What clues does a context provide and how effective are they?
- What are the causes of poor guessing?
- Do different learners approach guessing in the same way?
- How can learners be trained to guess from context?
- Does drawing attention to words help learning from context?
- Do glossing and dictionary use help vocabulary learning?
- What formats should be used for testing or practising guessing?
- What are the steps in the guessing-from-context strategy?
- How should we plan the training of learners in the strategy of guessing from context?
- 10 Word parts
- Is it worthwhile learning word parts?
- Where do English words come from?
- How many words fit into a word family?
- What are the most useful prefixes and suffixes?
- Do language users see words as being made of parts?
- What are the most useful word stems?
- What knowledge is required for learners to use word parts?
- What word-building skills should the teacher monitor and test?
- What is the word-part strategy for remembering new words?
- What should a teacher do about word parts?
- 11 Deliberate vocabulary learning from word cards
- Is learning from word cards a useful activity?
- Is word-card learning efficient?
- Does the learning gained from using word cards remain in learners’ memory?
- Is learning in context better?
- Does word-card learning provide the knowledge needed for normal language use?
- Can deliberate learning result in enough words being learned?
- How can learners be motivated to learn from flash cards?
- What is the most effective way of learning from word cards?
- 1. Choosing words to learn
- 2. Making word cards
- 3. Using the cards
- Is flash-card software useful for vocabulary learning?
- Flash-card creation and editing
- Learning
- How can we train learners in the use of word cards?
- 12 Finding and learning multiword units
- What are multiword units?
- Why are multiword units important?
- Nature of language knowledge
- Nature of language
- Nature of language use
- How can we identify and count multiword units?
- Form-based approaches
- Meaning-based approaches
- Storage-based approaches
- Where can I find lists of multiword units?
- Multiword units in spoken English
- Survival vocabulary
- Partly opaque multiword units
- Phrasal verbs
- Idioms
- Multiword units in academic text
- Multiword units in specialist areas
- What is the range of ways to teach and learn multiword units?
- Learning multiword units through meaning-focused input
- 458Establishing multiword units through meaning-focused output
- Language-focused learning of multiword units
- Gaining knowledge of multiword units through fluency development
- 13 Testing vocabulary knowledge and use
- What can vocabulary tests be used for?
- How can we test to see where learners need help?
- How can we measure how well learners have control of the important vocabulary-learning strategies?
- How can we test vocabulary to place learners in classes at the right level?
- How can we test whether a small group of words in a course has been learned?
- How can we test whether the total vocabulary of the course has been learned?
- How can we measure non-native speakers’ total vocabulary size?
- How can we decide which test-item format to use?
- What do we want to test?
- What strength of knowledge do we want to measure?
- How much effort should we spend in making and marking the test?
- What test-item format should we use?
- Is it enough to ask learners if they know a word?
- Should choices be given?
- Should translations be used?
- Should words be tested in context?
- Should vocabulary be tested in a communicative context?
- How can depth of knowledge of a word be tested?
- How can I measure words that learners don’t know well?
- How can I measure how well learners actually use words?
- 14 Designing the vocabulary component of a language course
- Goals
- Needs analysis
- Environment analysis
- Principles of vocabulary teaching
- Content and sequencing
- Format and presentation
- Monitoring and assessment
- Evaluation
- Building spaced repetition and quality of processing into a course
- Autonomy and vocabulary learning
- The goals of vocabulary learning
- What should be learned and in what order?
- Learning procedures
- Checking learning
- Appendices
- Appendix 1 Function words
- Others
- Conjunctions
- Prepositions
- Adverb particles
- Determiners
- Numbers
- Appendix 2 Vocabulary levels dictation test
- Introduction
- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- References
- Author index
- Subject index