Holdings: Learning vocabulary in another language

Learning vocabulary in another language:

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Bibliographic Details
Main Author:	Nation, I. S. P. 1944- (Author)
Format:	Book
Language:	English
Published:	Cambridge [u.a.] Cambridge Univ. Press 2007
Edition:	1. publ., 9. print.
Series:	Cambridge applied linguistics series
Subjects:	Wortschatz Fremdsprachenlernen Fremdsprache Fremdsprachenunterricht Vokabellernen
Online Access:	Inhaltsverzeichnis
Physical Description:	XIV, 477 S. graph. Darst.
ISBN:	9780521804981 0521804981 3125334438

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MARC


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adam_text	Contents Series editors preface P^ge xiii Acknowledgements xiv Introduction 1 Learning goals 1 The four strands 2 Main themes 3 The audience for this book 4 1 The goals of vocabulary learning 6 How much vocabulary do learners need to know? 6 How many words are there in the language? 6 How many words do native speakers know? 8 How much vocabulary do you need to use another language? 9 High-frequency words 13 Specialised vocabulary 17 Low-frequency words 19 Testing vocabulary knowledge 21 2 Knowing a word 23 Learning burden 23 The receptive/productive distinction 24 The scope of the receptive/productive distinction 26 Experimental comparisons of receptive and productive vocabulary 30 Aspects of knowing a word 33 Leveft s process model of language use 34 Spoken form 40 Written form 44 Word parts 46 Connecting form and meaning 47 Concept and referents 49 vii viii Contents Associations 52 Grammatical functions -55 Collocations 56 Constraints on use 57 Item knowledge and system knowledge 58 3 Teaching and explaining vocabulary 60 Learning from teaching and learning activities 60 Vocabulary in classrooms 4 Repetition and learning ™ Communicating meaning 81 Helping learners comprehend and learn from definitions 90 Spending time on words °3 Rich instruction °4 Arguments against rich instruction °5 Providing rich instruction ° Spoken form ° Written form 98 Word parts 10° Strengthening the form-meaning connection Wl Concept and referents Ю2 Associations W4 Grammar W6 Collocation 106 Constraints on use ^ Vocabulary teaching procedures W/ Computer-assisted vocabulary learning ^8 Using concordances * * Research on CAVL 112 4 Vocabular} and listening and speaking * What vocabulary knowledge is needed for listening? 1 Providing vocabulary support for listening ^ Learning vocabulary from listening to stories * * Learning vocabulary through negotiation 123 The vocabulary of speaking ^ Developing fluency with spoken vocabulary ^ Using teacher input to increase vocabulary knowledge 129 Using labelled diagrams ^ Using cooperative tasks to focus on vocabulary *■ · How can a teacher design activities to help incidental vocabulary learning? 1^4 Designing and adapting activities ^ Contents ix 5 Vocabulary and reading and writing 144 Vocabulary size and successful reading 144 Learning vocabulary through reading 149 Vocabulary and extensive reading 150 Extensive reading by non-native speakers of texts written for young native speakers 151 Extensive reading with graded readers 154 Extensive reading of unsimplified texts 154 Extensive reading and vocabulary growth 155 Intensive reading and direct teaching 156 Preteaching 157 Vocabulary exercises with reading texts 158 Analysis of vocabulary exercises 159 Readability 161 What are graded readers? 162 Designing and using a simplified reading scheme for vocabulary development 164 How to simplify 171 Alternatives to simplification 173 Glossing 174 Vocabulary and the quality of writing 177 Measures of vocabulary size and growth in writing 178 Bringing vocabulary into productive use 180 Responding to vocabulary use in written work 185 6 Specialised uses of vocabulary 187 Academic vocabulary 187 The importance of academic vocabulary 189 Making an academic vocabulary list 191 Sequencing the introduction of academic vocabulary 193 The nature and role of academic vocabulary 194 Testing academic vocabulary 1 96 Learning academic vocabulary 196 Technical vocabulary 198 Distinguishing technical vocabulary from other vocabulary 198 Making lists of technical vocabulary 201 Learning technical vocabulary 203 Vocabulary in discourse 205 Vocabulary and the information content of the text 206 Vocabulary and the relationship between the writer or speaker and reader or listener 209 Vocabulary and the organisation of the text 210 Words in discourse 214 í Contents 7 Vocabulary learning strategies and guessing from context 217 A taxonomy of yocabulary learning strategies 2 1 7 Planning vocabulary learning 218 Sources: finding information about words 219 Processes: establishing vocabulary knowledge 221 Training in strategy choice and use 222 Learners use of strategies 224 Procedures that integrate strategies 229 Learning words from context 232 Intentional and incidental learning 232 What proportion of unknown words can be guessed from context? 233 How much vocabulary is learned from context? 236 What can be learned from context? 240 What clues does a context provide and how effective are they? 242 What are the causes of poor guessing? 246 Do different learners approach guessing in the same way? 247 How can teachers help learners improve learning from context? 250 How can learners be trained to guess from context? 250 Learning from context and attention-drawing activities 251 Do glossing and dictionary use help vocabulary learning? 252 Formats for testing or practising guessing 253 Steps in the guessing-from-context strategy 256 Training learners in the strategy of guessing from context 261 8 Word study strategies 263 Word parts 263 Is it worthwhile learning word parts? 264 Studies of the sources of English vocabulary 264 Studies of the proportion of affixed words 265 Studies of the frequency of affixes 266 Do language users see words as being made of parts? 269 Word stems 272 The knowledge required to use word parts 272 Monitoring and testing word building skills 275 The word part strategy 278 Using dictionaries 281 is it necessary or worth training learners to use dictionaries? 282 What skills are needed to use a dictionary? 284 Contents xi What dictionaries are the best? 288 Evaluating dictionaries 290 Dictionary use and learning 296 Learning from word cards 296 Criticisms of direct vocabulary learning 297 Decontextualised learning and memory 297 Decontextualised learning and use 299 The contribution of decontextualised learning 301 The values of learning from word cards 302 The word card strategy 303 Training learners in the use of word cards 315 9 Chunking and collocation 317 Chunking 319 The advantages and disadvantages of chunking 320 Language knowledge is collocational knowledge 321 Fluent and appropriate language use requires collocational knowledge 323 Some words occur in a limited set of collocations 324 Classifying collocations 328 The evidence for collocation 333 Collocation and teaching 335 Encouraging chunking 336 Chunking through fluency development 336 Chunking through language-focused attention 340 Memorising unanalysed chunks 343 10 Testing vocabulary knowledge and use 344 What kind of vocabulary test is the best? 344 Is it enough to ask learners if they know the word? 346 Should choices be given? 349 Should translations be used? 351 Should words be tested in context? 352 How can depth of knowledge about a word be tested? 354 How can we measure words that learners don t know well? 358 How can we measure how well learners actually use words? 361 How can we measure tota! vocabulary size? 362 Choosing a test item type 372 Types of tests 373 How can we test to see where learners need help? 373 How can we test whether a small group of words in a course has been learned? 374 xii Contents How can we test whether the total vocabulary of the course has been learned? 375 How can we measure how well learners have control of the important vocabulary learning strategies? 378 11 Designing the vocabulary component of a language course 380 Goals 380 Needs analysis 381 Environment analysis 383 Principles of vocabulary teaching 384 Content and sequencing 385 Format and presentation 388 Monitoring and assessment 389 Evaluation 391 Autonomy and vocabulary learning 394 Appendixes 1. Headwords of the Academic Word List 407 2. 1,000 word level tests 412 3. A Vocabulary Levels Test: Test В 416 4. Productive Levels Test: Version С 425 5. Vocabulary Levels Dictation Test 429 6. Function words 430 References 432 Subject index 464 Author index 470
adam_txt	Contents Series editors' preface P^ge xiii Acknowledgements xiv Introduction 1 Learning goals 1 The four strands 2 Main themes 3 The audience for this book 4 1 The goals of vocabulary learning 6 How much vocabulary do learners need to know? 6 How many words are there in the language? 6 How many words do native speakers know? 8 How much vocabulary do you need to use another language? 9 High-frequency words 13 Specialised vocabulary 17 Low-frequency words 19 Testing vocabulary knowledge 21 2 Knowing a word 23 Learning burden 23 The receptive/productive distinction 24 The scope of the receptive/productive distinction 26 Experimental comparisons of receptive and productive vocabulary 30 Aspects of knowing a word 33 Leveft's process model of language use 34 Spoken form 40 Written form 44 Word parts 46 Connecting form and meaning 47 Concept and referents 49 vii viii Contents Associations 52 Grammatical functions -55 Collocations 56 Constraints on use 57 Item knowledge and system knowledge 58 3 Teaching and explaining vocabulary 60 Learning from teaching and learning activities 60 Vocabulary in classrooms '4 Repetition and learning ™ Communicating meaning 81 Helping learners comprehend and learn from definitions 90 Spending time on words °3 Rich instruction °4 Arguments against rich instruction °5 Providing rich instruction °' Spoken form "° Written form 98 Word parts 10° Strengthening the form-meaning connection Wl Concept and referents Ю2 Associations W4 Grammar W6 Collocation 106 Constraints on use ^ Vocabulary teaching procedures W/ Computer-assisted vocabulary learning ^8 Using concordances * * Research on CAVL 112 4 Vocabular}' and listening and speaking * " What vocabulary knowledge is needed for listening? 1 " Providing vocabulary support for listening ^" Learning vocabulary from listening to stories * " Learning vocabulary through negotiation 123 The vocabulary of speaking ^ Developing fluency with spoken vocabulary ^' Using teacher input to increase vocabulary knowledge 129 Using labelled diagrams ^ * Using cooperative tasks to focus on vocabulary *■'·' How can a teacher design activities to help incidental vocabulary learning? 1^4 Designing and adapting activities ^ Contents ix 5 Vocabulary and reading and writing 144 Vocabulary size and successful reading 144 Learning vocabulary through reading 149 Vocabulary and extensive reading 150 Extensive reading by non-native speakers of texts written for young native speakers 151 Extensive reading with graded readers 154 Extensive reading of unsimplified texts 154 Extensive reading and vocabulary growth 155 Intensive reading and direct teaching 156 Preteaching 157 Vocabulary exercises with reading texts 158 Analysis of vocabulary exercises 159 Readability 161 What are graded readers? 162 Designing and using a simplified reading scheme for vocabulary development 164 How to simplify 171 Alternatives to simplification 173 Glossing 174 Vocabulary and the quality of writing 177 Measures of vocabulary size and growth in writing 178 Bringing vocabulary into productive use 180 Responding to vocabulary use in written work 185 6 Specialised uses of vocabulary 187 Academic vocabulary 187 The importance of academic vocabulary 189 Making an academic vocabulary list 191 Sequencing the introduction of academic vocabulary 193 The nature and role of academic vocabulary 194 Testing academic vocabulary 1 96 Learning academic vocabulary 196 Technical vocabulary 198 Distinguishing technical vocabulary from other vocabulary 198 Making lists of technical vocabulary 201 Learning technical vocabulary 203 Vocabulary in discourse 205 Vocabulary and the information content of the text 206 Vocabulary and the relationship between the writer or speaker and reader or listener 209 Vocabulary and the organisation of the text 210 Words in discourse 214 í Contents 7 Vocabulary learning strategies and guessing from context 217 A taxonomy of yocabulary learning strategies 2 1 7 Planning vocabulary learning 218 Sources: finding information about words 219 Processes: establishing vocabulary knowledge 221 Training in strategy choice and use 222 Learners' use of strategies 224 Procedures that integrate strategies 229 Learning words from context 232 Intentional and incidental learning 232 What proportion of unknown words can be guessed from context? 233 How much vocabulary is learned from context? 236 What can be learned from context? 240 What clues does a context provide and how effective are they? 242 What are the causes of poor guessing? 246 Do different learners approach guessing in the same way? 247 How can teachers help learners improve learning from context? 250 How can learners be trained to guess from context? 250 Learning from context and attention-drawing activities 251 Do glossing and dictionary use help vocabulary learning? 252 Formats for testing or practising guessing 253 Steps in the guessing-from-context strategy 256 Training learners in the strategy of guessing from context 261 8 Word study strategies 263 Word parts 263 Is it worthwhile learning word parts? 264 Studies of the sources of English vocabulary 264 Studies of the proportion of affixed words 265 Studies of the frequency of affixes 266 Do language users see words as being made of parts? 269 Word stems 272 The knowledge required to use word parts 272 Monitoring and testing word building skills 275 The word part strategy 278 Using dictionaries 281 is it necessary or worth training learners to use dictionaries? 282 What skills are needed to use a dictionary? 284 Contents xi What dictionaries are the best? 288 Evaluating dictionaries 290 Dictionary use and learning 296 Learning from word cards 296 Criticisms of direct vocabulary learning 297 Decontextualised learning and memory 297 Decontextualised learning and use 299 The contribution of decontextualised learning 301 The values of learning from word cards 302 The word card strategy 303 Training learners in the use of word cards 315 9 Chunking and collocation 317 Chunking 319 The advantages and disadvantages of chunking 320 Language knowledge is collocational knowledge 321 Fluent and appropriate language use requires collocational knowledge 323 Some words occur in a limited set of collocations 324 Classifying collocations 328 The evidence for collocation 333 Collocation and teaching 335 Encouraging chunking 336 Chunking through fluency development 336 Chunking through language-focused attention 340 Memorising unanalysed chunks 343 10 Testing vocabulary knowledge and use 344 What kind of vocabulary test is the best? 344 Is it enough to ask learners if they know the word? 346 Should choices be given? 349 Should translations be used? 351 Should words be tested in context? 352 How can depth of knowledge about a word be tested? 354 How can we measure words that learners don't know well? 358 How can we measure how well learners actually use words? 361 How can we measure tota! vocabulary size? 362 Choosing a test item type 372 Types of tests 373 How can we test to see where learners need help? 373 How can we test whether a small group of words in a course has been learned? 374 xii Contents How can we test whether the total vocabulary of the course has been learned? 375 How can we measure how well learners have control of the important vocabulary learning strategies? 378 11 Designing the vocabulary component of a language course 380 Goals 380 Needs analysis 381 Environment analysis 383 Principles of vocabulary teaching 384 Content and sequencing 385 Format and presentation 388 Monitoring and assessment 389 Evaluation 391 Autonomy and vocabulary learning 394 Appendixes 1. Headwords of the Academic Word List 407 2. 1,000 word level tests 412 3. A Vocabulary Levels Test: Test В 416 4. Productive Levels Test: Version С 425 5. Vocabulary Levels Dictation Test 429 6. Function words 430 References 432 Subject index 464 Author index 470
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spelling	Nation, I. S. P. 1944- Verfasser (DE-588)136468985 aut Learning vocabulary in another language I. S. P. Nation 1. publ., 9. print. Cambridge [u.a.] Cambridge Univ. Press 2007 XIV, 477 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cambridge applied linguistics series Wortschatz (DE-588)4126555-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprache (DE-588)4018424-9 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Vokabellernen (DE-588)4188502-8 gnd rswk-swf Fremdsprache (DE-588)4018424-9 s Vokabellernen (DE-588)4188502-8 s DE-604 Fremdsprachenunterricht (DE-588)4018428-6 s 1\p DE-604 Fremdsprachenlernen (DE-588)4071461-5 s 2\p DE-604 Wortschatz (DE-588)4126555-5 s 3\p DE-604 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016657928&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Nation, I. S. P. 1944- Learning vocabulary in another language Wortschatz (DE-588)4126555-5 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Fremdsprache (DE-588)4018424-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Vokabellernen (DE-588)4188502-8 gnd
subject_GND	(DE-588)4126555-5 (DE-588)4071461-5 (DE-588)4018424-9 (DE-588)4018428-6 (DE-588)4188502-8
title	Learning vocabulary in another language
title_auth	Learning vocabulary in another language
title_exact_search	Learning vocabulary in another language
title_exact_search_txtP	Learning vocabulary in another language
title_full	Learning vocabulary in another language I. S. P. Nation
title_fullStr	Learning vocabulary in another language I. S. P. Nation
title_full_unstemmed	Learning vocabulary in another language I. S. P. Nation
title_short	Learning vocabulary in another language
title_sort	learning vocabulary in another language
topic	Wortschatz (DE-588)4126555-5 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Fremdsprache (DE-588)4018424-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Vokabellernen (DE-588)4188502-8 gnd
topic_facet	Wortschatz Fremdsprachenlernen Fremdsprache Fremdsprachenunterricht Vokabellernen
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016657928&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT nationisp learningvocabularyinanotherlanguage

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