| Series editors' preface |
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xiii | |
| Acknowledgements |
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xiv | |
| Introduction |
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1 | (1) |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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The audience for this book |
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4 | (2) |
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The goals of vocabulary learning |
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6 | (17) |
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How much vocabulary do learners need to know? |
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6 | (1) |
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How many words are there in the language? |
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6 | (2) |
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How many words do native speakers know? |
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8 | (1) |
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How much vocabulary do you need to use another language? |
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9 | (4) |
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13 | (4) |
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17 | (2) |
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19 | (2) |
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Testing vocabulary knowledge |
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21 | (2) |
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23 | (37) |
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23 | (1) |
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The receptive/productive distinction |
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24 | (2) |
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The scope of the receptive/productive distinction |
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26 | (4) |
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Experimental comparisons of receptive and productive vocabulary |
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30 | (3) |
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Aspects of knowing a word |
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33 | (1) |
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Levelt's process model of language use |
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34 | (6) |
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40 | (4) |
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44 | (2) |
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46 | (1) |
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Connecting form and meaning |
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47 | (2) |
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49 | (3) |
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52 | (3) |
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55 | (1) |
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56 | (1) |
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57 | (1) |
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Item knowledge and system knowledge |
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58 | (2) |
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Teaching and explaining vocabulary |
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60 | (54) |
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Learning from teaching and learning activities |
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60 | (14) |
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74 | (1) |
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74 | (7) |
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81 | (9) |
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Helping learners comprehend and learn from definitions |
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90 | (3) |
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93 | (1) |
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94 | (1) |
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Arguments against rich instruction |
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95 | (2) |
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Providing rich instruction |
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97 | (1) |
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98 | (1) |
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98 | (2) |
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100 | (1) |
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Strengthening the form-meaning connection |
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101 | (1) |
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102 | (2) |
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104 | (2) |
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106 | (1) |
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106 | (1) |
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106 | (1) |
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Vocabulary teaching procedures |
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107 | (1) |
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Computer-assisted vocabulary learning |
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108 | (3) |
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111 | (1) |
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112 | (2) |
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Vocabulary and listening and speaking |
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114 | (30) |
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What vocabulary knowledge is needed for listening? |
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114 | (2) |
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Providing vocabulary support for listening |
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116 | (1) |
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Learning vocabulary from listening to stories |
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117 | (6) |
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Learning vocabulary through negotiation |
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123 | (2) |
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The vocabulary of speaking |
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125 | (2) |
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Developing fluency with spoken vocabulary |
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127 | (2) |
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Using teacher input to increase vocabulary knowledge |
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129 | (2) |
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131 | (2) |
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Using cooperative tasks to focus on vocabulary |
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133 | (1) |
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How can a teacher design activities to help incidental vocabulary learning? |
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134 | (5) |
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Designing and adapting activities |
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139 | (5) |
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Vocabulary and reading and writing |
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144 | (43) |
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Vocabulary size and successful reading |
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144 | (5) |
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Learning vocabulary through reading |
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149 | (1) |
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Vocabulary and extensive reading |
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150 | (1) |
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Extensive reading by non-native speakers of texts written for young native speakers |
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151 | (3) |
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Extensive reading with graded readers |
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154 | (1) |
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Extensive reading of unsimplified texts |
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154 | (1) |
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Extensive reading and vocabulary growth |
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155 | (1) |
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Intensive reading and direct teaching |
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156 | (1) |
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157 | (1) |
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Vocabulary exercises with reading texts |
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158 | (1) |
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Analysis of vocabulary exercises |
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159 | (2) |
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161 | (1) |
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162 | (2) |
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Designing and using a simplified reading scheme for vocabulary development |
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164 | (7) |
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171 | (2) |
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Alternatives to simplification |
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173 | (1) |
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174 | (3) |
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Vocabulary and the quality of writing |
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177 | (1) |
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Measures of vocabulary size and growth in writing |
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178 | (2) |
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Bringing vocabulary into productive use |
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180 | (5) |
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Responding to vocabulary use in written work |
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185 | (2) |
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Specialised uses of vocabulary |
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187 | (30) |
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187 | (2) |
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The importance of academic vocabulary |
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189 | (2) |
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Making an academic vocabulary list |
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191 | (2) |
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Sequencing the introduction of academic vocabulary |
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193 | (1) |
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The nature and role of academic vocabulary |
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194 | (2) |
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Testing academic vocabulary |
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196 | (1) |
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Learning academic vocabulary |
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196 | (2) |
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198 | (1) |
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Distinguishing technical vocabulary from other vocabulary |
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198 | (3) |
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Making lists of technical vocabulary |
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201 | (2) |
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Learning technical vocabulary |
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203 | (2) |
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205 | (1) |
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Vocabulary and the information content of the text |
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206 | (3) |
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Vocabulary and the relationship between the writer or speaker and reader or listener |
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209 | (1) |
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Vocabulary and the organisation of the text |
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210 | (4) |
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214 | (3) |
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Vocabulary learning strategies and guessing from context |
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217 | (46) |
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A taxonomy of vocabulary learning strategies |
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217 | (1) |
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Planning vocabulary learning |
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218 | (1) |
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Sources: finding information about words |
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219 | (2) |
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Processes: establishing vocabulary knowledge |
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221 | (1) |
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Training in strategy choice and use |
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222 | (2) |
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Learners' use of strategies |
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224 | (5) |
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Procedures that integrate strategies |
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229 | (3) |
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Learning words from context |
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232 | (1) |
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Intentional and incidental learning |
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232 | (1) |
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What proportion of unknown words can be guessed from context? |
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233 | (3) |
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How much vocabulary is learned from context? |
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236 | (4) |
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What can be learned from context? |
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240 | (2) |
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What clues does a context provide and how effective are they? |
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242 | (4) |
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What are the causes of poor guessing? |
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246 | (1) |
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Do different learners approach guessing in the same way? |
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247 | (3) |
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How can teachers help learners improve learning from context? |
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250 | (1) |
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How can learners be trained to guess from context? |
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250 | (1) |
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Learning from context and attention-drawing activities? |
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251 | (1) |
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Do glossing and dictionary use help vocabulary learning? |
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252 | (1) |
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Formats for testing or practising guessing |
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253 | (3) |
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Steps in the guessing-from-context strategy |
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256 | (5) |
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Training learners in the strategy of guessing from context |
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261 | (2) |
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263 | (54) |
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263 | (1) |
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Is it worthwhile learning word parts? |
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264 | (1) |
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Studies of the sources of English vocabulary |
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264 | (1) |
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Studies of the proportion of affixed words |
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265 | (1) |
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Studies of the frequency of affixes |
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266 | (3) |
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Do language users see words as being made of parts? |
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269 | (3) |
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272 | (1) |
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The knowledge required to use word parts |
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272 | (3) |
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Monitoring and testing word building skills |
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275 | (3) |
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278 | (3) |
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281 | (1) |
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Is it necessary or worth training learners to use dictionaries? |
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282 | (2) |
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What skills are needed to use a dictionary? |
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284 | (4) |
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What dictionaries are the best? |
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288 | (2) |
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290 | (6) |
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Dictionary use and learning |
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296 | (1) |
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296 | (1) |
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Criticisms of direct vocabulary learning |
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297 | (1) |
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Decontextualised learning and memory |
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297 | (2) |
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Decontextualised learning and use |
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299 | (2) |
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The contribution of decontextualised learning |
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301 | (1) |
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The values of learning from word cards |
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302 | (1) |
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303 | (12) |
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Training learners in the use of word cards |
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315 | (2) |
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317 | (27) |
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319 | (1) |
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The advantages and disadvantages of chunking |
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320 | (1) |
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Language knowledge is collocational knowledge |
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321 | (2) |
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Fluent and appropriate language use requires collocational knowledge |
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323 | (1) |
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Some words occur in a limited set of collocations |
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324 | (4) |
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328 | (5) |
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The evidence for collocation |
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333 | (2) |
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335 | (1) |
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336 | (1) |
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Chunking through fluency development |
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336 | (4) |
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Chunking through language-focused attention |
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340 | (3) |
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Memorising unanalysed chunks |
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343 | (1) |
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Testing vocabulary knowledge and use |
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344 | (36) |
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What kind of vocabulary test is the best? |
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344 | (2) |
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Is it enough to ask learners if they know the word? |
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346 | (3) |
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349 | (2) |
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Should translations be used? |
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351 | (1) |
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Should words be tested in context? |
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352 | (2) |
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How can depth of knowledge about a word be tested? |
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354 | (4) |
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How can we measure words that learners don't know well? |
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358 | (3) |
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How can we measure how well learners actually use words? |
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361 | (1) |
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How can we measure total vocabulary size? |
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362 | (10) |
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Choosing a test item type |
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372 | (1) |
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373 | (1) |
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How can we test to see where learners need help? |
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373 | (1) |
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How can we test whether a small group of words in a course has been learned? |
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374 | (1) |
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How can we test whether the total vocabulary of the course has been learned? |
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375 | (3) |
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How can we measure how well learners have control of the important vocabulary learning strategies? |
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378 | (2) |
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Designing the vocabulary component of a language course |
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380 | (52) |
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380 | (1) |
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381 | (2) |
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383 | (1) |
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Principles of vocabulary teaching |
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384 | (1) |
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385 | (3) |
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388 | (1) |
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Monitoring and assessment |
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389 | (2) |
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391 | (3) |
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Autonomy and vocabulary learning |
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394 | (13) |
| Appendixes |
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1. Headwords of the Academic Word List |
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407 | (5) |
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2. 1,000 word level tests |
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412 | (4) |
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3. A Vocabulary Levels Test: Test B |
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416 | (9) |
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4. Productive Levels Test: Version C |
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425 | (4) |
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5. Vocabulary Levels Dictation Test |
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429 | (1) |
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430 | (2) |
| References |
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432 | (32) |
| Subject index |
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464 | (6) |
| Author index |
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470 | |
Other versions by this Author