Vocabulary in Language Teaching

Höfundar: Norbert Schmitt; Diane Schmitt (Útgáfa: 2)
Vocabulary in Language Teaching

Kaup valmöguleikar

Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing.

This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations.

Nánar um bókina

Útgefandi
Cambridge University Press
ISBN
9781108758000
Print ISBN
9781108476829
Format
ePub
Útgáfa
2
Höfundar
Norbert Schmitt; Diane Schmitt
Tungumál
English
Útgefið
2020-07-16
Prent takmörkun á líftíma
10
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Half title
  • Title page
  • Imprints page
  • Dedication
  • Contents
  • Figures
  • Tables
  • Preface
  • Acknowledgments
  • 1 The Nature and Size of Vocabulary
  • 1.1 The Nature of Vocabulary
  • 1.1.1 The Connection between Meaning and Form
  • 1.1.2 Content Words and Function Words
  • 1.1.3 The Meaning Relationships between Words
  • 1.1.4 The Sequential Relationships between Words
  • 1.1.5 Grammatical and Morphological Relationships between Words
  • 1.1.6 Frequency: How Commonly Is a Word Used?
  • 1.1.7 General and Specialized Vocabulary
  • 1.2 Vocabulary Size
  • 1.2.1 How Many Words Are There in English?
  • 1.2.2 Counting Unit: Individual Word, Lemma, and Word Family
  • 1.2.3 How Many Words Do L1 English Speakers Know?
  • 1.2.4 How Many Words Does It Take to Function in English?
  • 1.2.5 How Many Words Do Second Language Learners of English Typically Know?
  • 1.3 Summary
  • Exercises for Expansion
  • Further Reading
  • 2 History of Vocabulary in Language Teaching
  • 2.1 Language Teaching Methodologies through the Ages
  • 2.2 The Vocabulary Control Movement
  • 2.3 Vocabulary Trends in the New Century
  • 2.4 Historical Overview of Vocabulary Testing
  • 2.5 Summary
  • Exercises for Expansion
  • Further Reading
  • 3 What Does It Mean to “Know” a Word?
  • 3.1 Frameworks for Conceptualizing Vocabulary Knowledge
  • 3.1.1 The Word Knowledge Approach
  • 3.1.2 The Developmental Approach
  • 3.1.3 Receptive and Productive Knowledge
  • 3.1.4 Size/Breadth of Knowledge and Depth/Quality of Knowledge
  • 3.2 Types of Word Knowledge
  • 3.2.1 Meaning – Representing Concepts and Referents
  • 3.2.2 Form – Spoken Form
  • 3.2.3 Form – Written Form
  • 3.2.4 Form – Word Parts (Morphology)
  • 3.2.4.1 Processing of Affixes
  • 3.2.4.2 Relative Difficulty of Various Affixes
  • 3.2.5 Use – Grammatical Knowledge
  • 3.2.6 Use – Register/Formality/Stylistic Constraints
  • 3.3 Applications to Teaching
  • 3.4 Summary
  • Exercises for Expansion
  • Further Reading
  • 4 Corpus Insights: Frequency and Formulaic Language
  • 4.1 Corpora and Their Development
  • 4.2 Frequency
  • 4.2.1 Applications to Teaching
  • 4.3 Formulaic Language
  • 4.3.1 Looking for Formulaic Language: Concordances
  • 4.3.2 Categories of Formulaic Language
  • 4.3.3 The Psycholinguistic Reality of Formulaic Language
  • 4.3.4 The Acquisition of Formulaic Language
  • 4.3.4.1 Amount of Use
  • 4.3.4.2 Accuracy/Appropriacy of Use
  • 4.3.4.3 Automaticity/Processing/Intuitions of Formulaic Language
  • 4.3.5 Applications to Teaching
  • 4.4 Summary
  • Exercises for Expansion
  • Further Reading
  • 5 Categories of Vocabulary and Word Lists
  • 5.1 Categories of Vocabulary
  • 5.1.1 Frequency-Based Categories of Vocabulary
  • 5.1.2 Core Vocabulary
  • 5.1.3 Survival Vocabulary
  • 5.1.4 Academic Vocabulary
  • 5.1.5 Technical Vocabulary
  • 5.2 Using Word Lists to Guide Language Teaching
  • 5.2.1 The Need for Word Lists
  • 5.2.2 Criteria in Creating Word Lists
  • 5.2.3 Evaluating Word Lists
  • 5.3 Word Lists
  • 5.3.1 Word Lists of General English
  • 5.3.2 Academic Word Lists
  • 5.3.3 Technical and Specialized Word Lists
  • 5.3.4 Lists of Formulaic Language
  • 5.3.5 Applications to Teaching
  • 5.4 Summary
  • Exercises for Expansion
  • Further Reading
  • 6 Incidental Vocabulary Learning from Language Exposure
  • 6.1 Child L1 Vocabulary Acquisition
  • 6.2 Incidental L2 Vocabulary Acquisition from Reading
  • 6.2.1 The Effectiveness of Incidental Vocabulary Learning from Reading
  • 6.2.2 Learning L2 Formulaic Sequences from Reading
  • 6.2.3 Number of Exposures Necessary to Promote Incidental Learning from Reading
  • 6.2.4 Extensive Reading
  • 6.2.5 Strategies for Maximizing the Value of Reading
  • 6.2.5.1 Inferencing from Context
  • 6.2.5.2 Glossing
  • 6.2.6 Adding Explicit Activities to Implicit Learning Situations
  • 6.3 Incidental L2 Vocabulary Acquisition from Listening
  • 6.4 Incidental L2 Vocabulary Acquisition from Watching Television and Movies
  • 6.5 Incidental L2 Vocabulary Acquisition from Extramural Exposure
  • 6.6 Applications to Teaching
  • 6.7 Summary
  • Exercises for Expansion
  • Further Reading
  • 7 Intentional Vocabulary Learning
  • 7.1 The Need for Explicit Vocabulary Instruction
  • 7.2 Issues in Explicit Vocabulary Instruction
  • 7.2.1 Factors That Make Learning Easier or More Difficult
  • 7.2.2 The Role of the L1 in L2 Vocabulary Learning
  • 7.2.3 Factors That May Lead to Learning Difficulties Due to Poor Teaching
  • 7.2.4 The Importance of Word Form
  • 7.2.5 Depth of Processing / Involvement Load / Engagement
  • 7.2.6 Memory, Repetition, and Forgetting in Vocabulary Acquisition
  • 7.2.7 Formulaic Language
  • 7.3 Strategy Use
  • 7.3.1 Dictionaries
  • 7.4 Applications to Teaching
  • 7.5 Summary
  • Exercises for Expansion
  • Further Reading
  • 8 Vocabulary in the Curriculum
  • 8.1 Vocabulary and Reading
  • 8.2 Vocabulary and Listening
  • 8.3 Vocabulary and Speaking
  • 8.4 Vocabulary and Writing
  • 8.5 Vocabulary in the Wider Curriculum
  • 8.6 Conclusion
  • 8.7 Summary
  • Exercises for Expansion
  • Further Reading
  • 9 Assessing Vocabulary Knowledge
  • 9.1 Why Do You Want to Test?
  • 9.2 What Words Do You Want to Test?
  • 9.3 What Aspects of These Words Do You Want to Test?
  • 9.3.1 Lexical Aspects and Vocabulary Size Tests
  • 9.3.2 Lexical Aspects and Depth-of-Knowledge Tests
  • 9.4 How Will You Elicit Students’ Knowledge of These Words?
  • 9.5 Examples of Current Vocabulary Test Development
  • 9.6 Applications to Teaching
  • 9.7 Summary
  • Exercises for Expansion
  • Further Reading
  • Appendices
  • Appendix A Frequency of Selected Words/Phrases in COCA and BNC
  • Appendix B Concordance for made it plain
  • Exercises for Expansion, Chapter 4: Suggested Answer
  • Appendix C Missing Words from the Reading Passages
  • Appendix D Example of the Six-T’s Approach (Stoller & Grabe, ) with the Topic “Measuring Development for the 21st Century and Beyond”
  • Method
  • Target Vocabulary
  • Input Texts
  • Implementation
  • Appendix E Lexical Cohesion
  • References
  • Index