Vocabulary (Multiple-component retail product)

Volume 1

Contents

Acknowledgements

1. R. C. Anderson and P. Freebody, ‘Vocabulary Knowledge’, in J.T. Guthrie (ed.), Comprehension and Teaching: Research Reviews (Newark, De: International Reading Association, 1981), pp. 77-117.
2. J. C. Richards, ‘The Role of Vocabulary Teaching’, TESOL Quarterly, 10, 1976, 77-89.
3. G. A. Miller, ‘On Knowing a Word’, Annual Review of Psychology, 50, 1999, 1-19.
4. J. Read, ‘Plumbing the Depths: How Should the Construct of Vocabulary Knowledge be Defined?’, in P. Bogaards and B. Laufer (eds), Vocabulary in a Second Language: Selection, Acquisition and Testing (Amsterdam: John Benjamins, 2004), pp. 209-227.

Part 2: Vocabulary size and growth

5. A. Biemiller and N. Slonin, ‘Estimating Root Word Vocabulary Growth in Normative and Advantaged Populations: Evidence for a Common Sequence of Vocabulary Acquisition’, Journal of Educational Psychology, 93, 3, 2001, 498-520.
6. R. Goulden, P. Nation and J. Read, ‘How Large Can a Receptive Vocabulary Be?’, Applied Linguistics, 11, 1990, 341-363.
7. S. A. Webb and A. C.-S. Chang, ‘Second Language Vocabulary Growth’, RELC Journal, 43, 1, 2012, 113-126.

Part 3: Factors affecting vocabulary learning

8. N. C. Ellis, ‘Vocabulary Acquisition: Word Structure, Collocation, Word-class, and Meaning’, in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 122-139.
9. B. Laufer, ‘What's in a Word that Makes it Hard or Easy? Intralexical Factors Affecting the Difficulty of Vocabulary Acquisition’, in N. Schmitt and M. McCarthy (eds.), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 140-155.
10. M. Higa, ‘Interference Effects of Intralist Word Relationships in Verbal Learning’, Journal of Verbal Learning and Verbal Behavior, 2, 1963, 170-175.
11. I. S. P. Nation, ‘Learning Vocabulary in Lexical Sets: Dangers and Guidelines’, TESOL Journal, 9, 2, 2000, 6-10.
12. F. N. Dempster, ‘Effects of Variable Encoding and Spaced Presentation on Vocabulary Learning’, Journal of Educational Psychology, 79, 2, 1987, 162-170.
13. D. Pulido, ‘Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition through Reading’, Language Learning, 53, 2, 2003, 233-284.

Part 4: Measuring vocabulary knowledge

14. N. Schmitt, D. Schmitt and C. Clapham, ‘Developing and Exploring the Behaviour of Two New Versions of the Vocabulary Levels Test. Language Testing, 18, 1, 2001, 55-88.
15. P. Meara and B. Buxton, ‘An Alternative to Multiple Choice Vocabulary Tests’, Language Testing, 4, 2, 1987, 142-151.
16. M. Wesche and T. S. Paribakht, ‘Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth’, Canadian Modern Language Review, 53, 1, 1996, 13-40.
17. J. Read, ‘Validating a Test to Measure Depth of Vocabulary Knowledge’, in A. J. Kunnan (ed.), Validation in Language Assessment (Mahwah, N.J.: Lawrence Erlbaum, 1998), pp. 41-60.

Contents

Acknowledgements

1. W. E. Nagy, P. Herman and R. C. Anderson, ‘Learning Words from Context’, Reading Research Quarterly, 20, 2, 1985, 233-253.
2. M. Horst, ‘Learning L2 Vocabulary through Extensive Reading: A Measurement Study’, Canadian Modern Language Review, 61, 3, 2005, 355-382.

Part 6: Incidental vocabulary learning through listening and watching television

3. W. B. Elley, ‘Vocabulary Acquisition from Listening to Stories’, Reading Research Quarterly, 24, 2, 1989, 174-187.
4. A. Biemiller and C. Boote, ‘An Effective Method for Building Meaning Vocabulary in Primary Grades’, Journal of Educational Psychology, 98, 1, 2006, 44-62.
5. S. B. Neuman and P. Koskinen, ‘Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students’, Reading Research Quarterly, 27, 1, 1992, 94-106.

Part 7: Factors that affect incidental vocabulary learning

6. J. H. Hulstijn, ‘Intentional and Incidental Second Language Vocabulary Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity’, in P. Robinson (ed.), Cognition and Second Language Instruction (Cambridge: Cambridge University Press, 2001), pp. 258-286.
7. S. Webb, ‘The Effects of Repetition on Vocabulary Knowledge’, Applied Linguistics,

28, 1, 2007, 46-65.

8. J. H. Hulstijn, ‘Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning’, in P. J. L. Arnaud and H. Benoit, (eds), Vocabulary and Applied Linguistics (London: Macmillan, 1992), pp. 113-125.
9. B. Laufer and J. Hulstijn, ‘Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-induced Involvement’, Applied Linguistics, 22, 1, 2001, 1-26.

Part 8: The influence of vocabulary on comprehension

10. P. Nation and J. Coady, ‘Vocabulary and Reading’, in R. Carter and M. McCarthy (eds.), Vocabulary and Lang uage Teaching (London: Longman, 1988), pp. 97-110.
11. B. Laufer, ‘What Percentage of Text Lexis is Essential for Comprehension?’, in C. Lauren and M. Nordman (eds), Special Language: From Humans Thinking to Thinking Machines (Clevedon: Multilingual Matters, 1989), pp. 316-323.
12. N. Schmitt, X. Jiang and W. Grabe, ‘The Percentage of Words Known in a Text

and Reading Comprehension’, Modern Language Journal, 95, 2011, 26-43.

13. I. S. P. Nation, ‘How Large a Vocabulary is Needed for Reading and Listening?’, Canadian Modern Language Review, 63, 1, 2006, 59-82.

Part 9: The potential to learn vocabulary through meaning focused input

14. P. Meara, P. M. Lightbown and R. Halter, ‘Classrooms as Lexical Environments’, Language Teaching Research, 1, 1, 1997, 28-47.
15. S. Webb and M. P. H. Rodgers, ‘The Vocabulary Demands of Television Programs’, Language Learning, 59, 2, 2009, 335-366.
16. T. Cobb, ‘Computing the Vocabulary Demands of L2 Reading’, Language Learning and Technology, 11, 3, 2007, 38-63.

Contents

Acknowledgements

1. M. F. Graves, ‘The Roles of Instruction in Fostering Vocabulary Development’, in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition (Hillsdale, NJ: Erlbaum, 1987), pp. 165-184.
2. N. Schmitt, ‘Current Perspectives on Vocabulary Teaching and Learning’, in J. Cummins and C. Davison (eds), International Handbook of English Language Teaching (New York: Springer, 2007), pp. 827-841.
3. P. Nation, ‘The Four Strands’, Innovation in Language Learning and Teaching, 1, 1, 2007, 1-12.
4. N. Schmitt, ‘Review Article: Instructed Second Language Vocabulary Learning’, Language Teaching Research, 12, 3, 2008, 329-363.

Part 11: Which words deserve to be deliberately taught in the classroom?

5. V. Brezina and D. Gablasova, ‘Is There a Core General Vocabulary? Introducing the New General Service List’, Applied Linguistics, 36, 1, 2015, 1-22.
6. A. Coxhead, ‘A New Academic Word List’, TESOL Quarterly, 34, 2, 2000, 213-238.

Part 12: Vocabulary learning strategies

7. N. Schmitt, ‘Vocabulary Learning Strategies’, in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition, and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 199-227.
8. Y. Gu and R. K. Johnson, ‘Vocabulary Learning Strategies and Language Learning Outcomes’, Language Learning, 46, 4, 1996, 643-679.
9. A. Mizumoto and O. Takeuchi, ‘Examining the Effectiveness of Explicit Instruction of Vocabulary Learning Strategies with Japanese EFL University Students’, Language Teaching Research, 13, 4, 2009, 425-449.

Part 13: How effective are different methods of deliberate vocabulary instruction?

10. S. Webb, ‘Learning Vocabulary in Activities’, in H. Puji Widodo and A. Cirocki (eds), Innovation and Creativity in ELT Methodology (New York: Nova, 2013), pp. 121-133.
11. B. Laufer, ‘Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence’, Canadian Modern Language Review, 59, 4, 2003, 565-585.
12. I. S. P. Nation, ‘Beginning to Learn Foreign Vocabulary: A Review of the Research’, RELC Journal, 13, 1, 1982, 14-36.
13. I. L. Beck, M. G. McKeown and R. C. Omanson, ‘The Effects and Uses of Diverse Vocabulary Instructional Techniques’, in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition (Hillsdale, NJ: Erlbaum, 1987), pp. 147-163.
14. S. Webb, ‘Receptive and Productive Vocabulary Learning: The Effects of
    Reading and Writing on Word Knowledge’, Studies in Second Language Acquisition, 27, 1, 2005, 33-52.
15. K. S. Folse, ‘The Effect of Type of Written Exercise on L2 Vocabulary Retention’, TESOL Quarterly, 40, 2, 2006, 273-293.

Contents

Acknowledgements

1. A. Pawley and F. H. Syder, ‘Two Puzzles for Linguistic Theory: Nativelike Selection and Nativelike Fluency’, in J. C. Richards and R. W. Schmidt (eds), Language and Communication (London: Longman, 1983), pp. 191-226.
2. A. Wray and M. R. Perkins, ‘The Functions of Formulaic Language: An Integrated Model’, Language & Communication, 20, 1, 2000, 1-28.
3. A. P. Cowie, ‘The Treatment of Collocations and Idioms in Learners’ Dictionaries’, Applied Linguistics, 2, 3, 1981, 223?235.
4. D. Liu, ‘Going Beyond Patterns: Involving Cognitive Analysis in the Learning

of Collocations’, TESOL Quarterly, 44, 1, 2010, 4?30.

Part 15: Which multi-word items deserve to be deliberately learned?

5. R. Martinez and N. Schmitt, ‘A Phrasal Expressions List’, Applied Linguistics, 33, 3, 2012, 299?320.
6. R. Simpson-Vlach and N. C. Ellis, ‘An Academic Formulas List: New Methods in Phraseology Research’, Applied Linguistics, 31, 4, 2010, 487?512.
7. D. Biber, S. Conrad and V. Cortes, ‘If you look at ...: Lexical Bundles in University Teaching and Textbooks’, Applied Linguistics, 25, 3, 2004, 371-405.

Part 16: Measuring multi-word items

8. J. Read and P. Nation, ‘Measurement of Formulaic Sequences’, in N. Schmitt (ed.), Formulaic Sequences (Amsterdam: John Benjamins, 2004), pp. 23-35.
9. H. Gyllstad, ‘Designing and Evaluating Tests of Receptive Collocation Knowledge: COLLEX and COLLMATCH’, in A. Barfield and H. Gyllstad (eds), Researching Collocations in Another Language - Multiple Interpretations (Basingstoke: Palgrave Macmillan, 2009), pp. 153-170.

Part 17: To what extent are multi-word items known?

10. J. Bahns and M. Eldaw, ‘Should We Teach EFL Students Collocations?’, System, 21, 1, 1993, 101?114.
11. J. Li and N. Schmitt, ‘The Development of Collocation Use in Academic Texts by Advanced L2 Learners: A Multiple Case Study Approach’, in D. Wood (ed.), Perspectives on Formulaic Language: Acquisition and Communication (New York: Continuum, 2010), pp. 23-46.

Part 18: How easily are multi-word items learned?

12. N. Nesselhauf, ‘The Use of Collocations by Advanced Learners of English and Some Implications for Teaching’, Applied Linguistics, 24, 2, 2003, 223?242.
13. F. Boers, M. Demecheleer, A. Coxhead and S. Webb, ‘Gauging the Effects of Exercises on Verb-noun Collocations’, Language Teaching Research, 18, 1, 2014, 50-70.
14. K. Kasahara, ‘The Effect of Known-and-unknown Word Combinations on Intentional Vocabulary Learning’, System, 39, 2011, 491?499.
15. F. Boers and S. Lindstromberg, ‘Experimental and Intervention Studies on Formulaic Sequences in a Second Language’, Annual Review of Applied Linguistics, 32, 2012, 83?110.
16. S. Webb, J. Newton and A. Chang, ‘Incidental Learning of Collocation’, Language Learning, 63, 1, 2013, 91-120.
17. F. Boers, J. Eyckmans and H. Stengers, ‘Presenting Figurative Idioms with a Touch of Etymology: More than Mere Mnemonics?’, Language Teaching Research, 11, 1, 2007, 43-62.

Index