UID:
almafu_9960752636902883
Format:
1 online resource (xviii, 630 pages) :
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digital, PDF file(s).
Edition:
3rd ed.
ISBN:
1-009-10328-8
,
1-009-10344-X
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1-009-09387-8
Series Statement:
The Cambridge applied linguistics series
Content:
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.
Note:
Title from publisher's bibliographic system (viewed on 10 Jun 2022).
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Intro -- Cover -- Half-title page -- Series page -- Title page -- Copyright 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? -- 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? -- What are the characteristics of high-frequency vocabulary? -- What are the characteristics of mid-frequency vocabulary? -- What are the characteristics of low-frequency vocabulary? -- 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? -- 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? -- What are the aspects of knowing a word? -- Spoken form -- Written form -- Word parts -- Connecting form and meaning -- Concept and referents -- Associations -- Grammatical functions -- Collocations -- Constraints on use -- Item knowledge and system knowledge -- A model of the development of vocabulary knowledge.
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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? -- How can we apply technique analysis to improving learning? -- How should we do direct vocabulary teaching? -- What are the different kinds of vocabulary activities and procedures? -- 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? -- 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? -- What helps vocabulary learning from listening to input? -- How much vocabulary learning occurs through listening to lectures? -- How much vocabulary learning occurs through interactive tasks? -- 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? -- How can a teacher use labelled diagrams to increase vocabulary knowledge? -- How can a teacher use co-operative tasks to focus on vocabulary? -- How can a teacher design activities to help incidental vocabulary learning? -- 5 Vocabulary and reading and writing -- How much vocabulary is needed for reading? -- 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?.
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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? -- Does glossing help with vocabulary learning? -- Does dictionary look-up help with vocabulary learning? -- 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? -- How can we improve vocabulary use in writing? -- 6 Learning vocabulary out of class -- Vocabulary learning and technology -- Learning through entertainment -- Can vocabulary be learned through gaming? -- Can vocabulary be learned through songs? -- Can vocabulary be learned through social media? -- Can vocabulary be learned through viewing television programs and movies? -- 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? -- How can we design a good graded reading program? -- Is extensive reading a good way to improve language proficiency? -- How can we support vocabulary learning through extensive listening and viewing? -- Self-directed language learning -- 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?.
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How can you learn technical vocabulary? -- What roles can vocabulary play in discourse? -- How is vocabulary related to the information content of a text? -- How is vocabulary related to the organisation of a text? -- 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 -- Sources: finding information about words -- Processes: establishing vocabulary knowledge -- 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 and 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?.
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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? -- What is the most effective way of learning from word cards? -- Is flash-card software useful for vocabulary 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? -- How can we identify and count multiword units? -- Where can I find lists of multiword units? -- What is the range of ways to teach and learn multiword units? -- 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? -- 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?.
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How can I measure words that learners don't know well?.
Additional Edition:
ISBN 1-009-09835-7
Language:
English
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