Learning Vocabulary in another language

Table of contents

Introduction

  • Learning goals
  • The four strands
  • Main themes
  • The audience for this book

Chapter 1: The goals of vocabulary learning

  • 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?
  • High frequency words Specialised vocabulary?
  • Low frequency words
  • Testing vocabulary knowledge

Chapter 2: Knowing a word

  • Learning burden
  • 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
  • Grammatical functions
  • Collocations
  • Constraints on use
  • Item knowledge and system knowledge

Chapter 3: Teaching and explaining vocabulary

  • Learning from teaching and learning activities
  • Vocabulary in classrooms
  • Repetition and learning Communicating meaning
  • Spending time on words
  • Rich instruction
  • Arguments against rich instruction Providing rich instruction
  • Spoken form
  • Written form
  • Word parts
  • Strengthening the form-meaning connection
  • Concept and reference
  • Associations
  • Grammar
  • Collocation
  • Constraints on use
  • Vocabulary teaching procedures Computer assisted vocabulary learning
  • Vocabulary content
  • Presentation of material
  • Monitoring progress
  • Using concordances
  • Research on CAVL

Chapter 4: Vocabulary and listening and speaking

  • What vocabulary knowledge is needed for listening?
  • Providing vocabulary support for listening
  • Learning vocabulary from listening to stories
  • Learning vocabulary through negotiation
  • The vocabulary of speaking
  • Developing fluency with spoken vocabulary
  • Using teacher input to increase vocabulary knowledge
  • Using labelled diagrams
  • Using cooperative tasks to focus on vocabulary
  • How can a teacher design activities to help incidental vocabulary learning? Designing the worksheets
  • An adapted activity

Chapter 5: Vocabulary and reading and writing

  • Vocabulary size and successful reading Learning vocabulary through reading Vocabulary and extensive reading Extensive reading by non-native speakers of texts written for young native speakers
  • Extensive reading with graded readers
  • Extensive reading of unsimplified texts Extensive reading and vocabulary growth
  • Intensive reading and direct teaching Preteaching
  • Vocabulary exercises with reading texts
  • Analysis of vocabulary exercises Readability
  • What are graded readers?
  • Designing and using a simplified reading scheme for vocabulary development
  • How to simplify
  • Alternatives to simplification
  • Glossing
  • Vocabulary and the quality of writing Measures of vocabulary size and growth in writing
  • Bringing vocabulary into productive use
    Responding to vocabulary use in written work

Chapter 6: Specialised uses of vocabulary

  • Academic vocabulary
  • The importance of academic vocabulary
  • Making an academic vocabulary list Sequencing the introduction of academic vocabulary
  • The nature and role of academic vocabulary
  • Testing academic vocabulary
  • Learning academic vocabulary Technical vocabulary
  • Distinguishing technical vocabulary from other vocabulary
  • Making lists of technical vocabulary Learning technical vocabulary Vocabulary in discourse
  • Vocabulary and information content of the text
  • Vocabulary and the organisation of the text
  • Vocabulary and the relationship between the writer or speaker and reader or listener
  • Words in discourse

Chapter 7: Vocabulary learning strategies and guessing from context

  • A taxonomy of vocabulary learning strategies
  • Planning vocabulary learning
  • Sources: finding information about words
  • Processes: establishing vocabulary knowledge
  • Training in vocabulary choice and use Learners' use of strategies
  • Procedures that integrate strategies Learning words from context Intentional and incidental learning 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 teachers help learners improve learning from context?
  • How can learners be trained to guess from context?
  • Learning from context and attention-drawing activities
  • Do glossing and dictionary use help vocabulary learning?
  • Formats for testing and practising guessing
  • Steps in the guessing-from-context strategy
  • Training learners in the strategy of guessing from context

Chapter 8: Word study strategies

  • Word parts
  • Is it worthwhile learning word parts? Studies of the sources of English vocabulary
  • Studies of the frequency of affixes
  • Do language users see words as being made of parts?
  • Word stems
  • The knowledge required to use word parts
  • Monitoring and testing word building skills
  • The word part strategy
  • Using dictionaries
  • Is it necessary or worth training learners to use dictionaries?
  • What skills are needed to use a dictionary?
  • What dictionaries are the best? Evaluating dictionaries
  • Dictionary use and learning
  • Learning from word cards
  • Criticisms of direct vocabulary learning Decontextualized learning and memory
  • Decontextualized learning and use
  • The contribution of decontextualized learning
  • The values of learning from word cards
  • The word card strategy
  • Training learners in the use of word cards

Chapter 9: Chunking and collocation

  • Chunking
  • The advantages and disadvantages of chunking
  • Language knowledge is collocational knowledge
  • Fluent and appropriate language use requires collocational knowledge
  • Some words occur in a limited set of collocations
  • Classifying collocations
  • The evidence for collocation Collocation and teaching
  • Encouraging chunking
  • Chunking through fluency development
  • Chunking through language focused attention
  • Memorizing unanalysed chunks

Chapter 10: Testing vocabulary knowledge and use

  • What kind of vocabulary test is the best?
  • 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? 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?
  • How can I measure total vocabulary size?
  • Choosing a test item type
  • Types of tests
  • How can we test to see where learners need help?
  • 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 how well learners have control of the important vocabulary learning strategies?

Chapter 11: 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
  • Autonomy and vocabulary learning
  • The goals of vocabulary learning
  • What should be learned and in what order?
  • Learning procedures
  • Checking learning