Kooperativer Bibliotheksverbund

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Format: 1 online resource (xiv, 624 pages) : , digital, PDF file(s).

Edition: Second edition.

ISBN: 1-139-85865-3

Series Statement: The Cambridge applied linguistics series

Content: Learning Vocabulary in Another Language Second Edition is an updated version of this key reference work in the area of second and foreign language vocabulary studies. The book provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and 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. Learning Vocabulary in Another Language Second Edition 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 19 Feb 2018). , Cover -- Half Title -- THE CAMBRIDGE APPLIED LINGUISTICS SERIES -- Title -- Copyright -- Contents -- Series editors' preface -- Acknowledgements -- Introduction -- Learning goals -- The four strands -- Main themes -- The audience for this book -- The first and the second editions -- Changes in the second edition -- References -- 1 The goals of vocabulary learning -- Counting words -- Tokens -- Types -- Lemmas -- Word families -- 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? -- Frequency-based word lists -- High-frequency words -- Mid-frequency words -- Low-frequency words -- Specialised vocabulary -- Academic words -- Technical words -- Frequency levels in a large corpus -- High-frequency words -- Mid-frequency words -- Low-frequency words -- Specialised vocabulary -- Zipf's law -- Testing vocabulary knowledge -- Training learners in choosing which words to learn -- References -- 2 Knowing a word -- Learning burden -- Do L1 and L2 words share the same lexical store? -- The receptive / productive distinction -- The scope of the receptive / productive distinction -- Experimental comparisons of receptive and productive vocabulary -- Aspects of knowing a word -- Levelt's process model of language use -- Spoken form -- Written form -- Word parts -- Connecting form and meaning -- Concept and referents -- Associations -- Nouns -- Adjectives -- Verbs -- Grammatical functions -- Collocations -- Constraints on use -- Item knowledge and system knowledge -- References -- 3 Teaching and explaining vocabulary -- 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 -- Negotiation -- Definition -- Textual enhancement -- Word consciousness -- Retrieval -- Creative use -- chronic pain becomes very chronic pain -- chronic pain becomes chronic backache or chronic illness -- Retention -- How can we apply technique analysis to improving learning? -- How should we do direct vocabulary teaching? -- Using actions, objects, pictures or diagrams -- Translating -- Defining and providing examples in the second language -- How should teachers (or writers) explain 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 -- Strengthening the form-meaning connection -- Concept and reference -- Associations -- Grammar -- Collocation -- Constraints on use -- Vocabulary teaching procedures -- Recycled words -- The second-hand cloze -- The vocabulary interview -- Vocabulary notebooks -- How can we develop learners' fluency? -- Listening fluency -- Speaking fluency -- Reading -- Writing -- Should vocabulary-learning activities be matched to an individual's learning style? -- How can computer-assisted vocabulary learning help? -- Vocabulary content -- References -- 4 Vocabulary and listening and speaking -- What vocabulary knowledge is needed for listening? -- 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 stories? -- Interest -- Comprehension -- Repeated retrieval -- Decontextualisation -- Creative 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? -- Making decisions -- How can a teacher use labeled diagrams to increase vocabulary knowledge? -- Information transfer activities -- Split-information tasks -- How can a teacher use cooperative tasks to focus on vocabulary? -- How can a teacher design activities to help incidental vocabulary learning? -- Retelling -- Role play -- Ranking -- Other activities -- Designing the worksheets -- An adapted activity -- Split information and expert groups -- Reporting back -- References -- 5 Vocabulary and reading and writing -- Reading and the four strands -- How much vocabulary is needed for reading? -- What role does vocabulary play in determining the readability of a text? -- How much reading is needed for vocabulary development? -- Is input by itself all that is needed for vocabulary development? -- How can learners increase their reading vocabulary? -- Is reading unsimplified text a good way to help vocabulary growth? -- Will extensive reading of texts written for young native speakers make reading easier for non-native speakers?. , 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 with reading texts -- Glossing -- Types of glosses -- Effects of glossing on vocabulary learning -- The effects of glossing on comprehension -- Is reading simplified texts a good way to help vocabulary growth? -- 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 programme? -- 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 that 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? -- Will reading simplified texts increase reading skill and language proficiency? -- Can reading simplified texts increase reading fluency? -- Vocabulary and writing -- How much does vocabulary use affect the quality of writing? -- How can we measure the quality of vocabulary use in writing? -- 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 -- References -- 6 Specialised uses of vocabulary -- 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? -- References -- 7 Vocabulary-learning strategies -- 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? -- How well do learners use strategies? -- What are the effects of training learners in strategy use? -- Procedures that integrate strategies -- References -- 8 Learning words from context. , Which is best: intentional or incidental learning?.

Additional Edition: ISBN 1-107-04547-9

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

URL: Volltext  (lizenzpflichtig)

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