Learning vocabulary in another language:
Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2022
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| Ausgabe: | Third edition |
| Schriftenreihe: | The Cambridge applied linguistics series
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are 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. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers 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 |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xviii, 630 Seiten |
| ISBN: | 9781009098359 9781009096171 |
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| 520 | 3 | |a Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are 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. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers 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 | |
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Contents List of figures List of tables Acknowledgements page xiv xv xviii Introduction Where does vocabulary fit in the learning goals of a course? Where does vocabulary fit in the four strands? What are the main themes of this book? Who is the audience for this book? What is new in the third edition? 1 The goals of vocabulary learning What are the different ways of counting words? Can learners cope with related forms of a word? 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? What are the most useful words to learn? What are the characteristics of high-frequency vocabulary? What are the characteristics of mid-frequency vocabulary? What are the characteristics of low-frequency vocabulary? What are the characteristicsof specialised vocabulary? What makes reading a book difficult from a vocabulary perspective? How can these difficulties be avoided? 1 1 1 4 5 5 8 8 11 12 12 13 14 17 25 29 32 35 37 38 vii
viii Contents What is Zipf’s law and why is it important? How can we test vocabulary knowledge? Do course books provide enough opportunities for vocabulary learning? How can we train learners in choosing what words to learn? 40 43 46 46 2 Knowing a word What is learning burden? Do LI and L2 words share the same lexical store? How useful is the receptive/productive distinction? What are the aspects of knowing a word? 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 A model of the development of vocabulary knowledge 3 Teaching vocabulary and the roles of the teacher 93 What are the roles of the teacher? 93 What is involved in vocabulary teaching and what role should teaching play? 94 What are the features of good vocabulary-teaching techniques? 97 Which vocabulary-learning activities are the best ones? 100 What learning conditions help vocabulary learning? 104 How can we apply technique analysis to improving learning? 117 How should we do direct vocabulary teaching? 119 What are the different kinds of vocabulary activities and procedures? 133 How can we develop learners’ fluency? 143 Should vocabulary-learning activities be matched to an individual’s learning style? 146 How can computer-assisted vocabulary learning help learning? 146 How can we build repetition into a course? 154 49 49 50 52 63 65 70 72 74 76 79 83 83 84 85 86
ix Contents 4 Vocabulary and listening and speaking 156 What vocabulary knowledgeis needed for listening? 156 What should be in a well-balanced listening and speaking course? 158 How can we providevocabulary support for listening? 159 What helps vocabulary learning from listening to input? 162 How much vocabulary learning occurs through listening to lectures? 166 How much vocabulary learning occurs through interactive tasks? 168 Is there a special vocabulary of speaking? 175 How can learners develop fluency with spoken vocabulary? 177 How can a teacher use input to increase vocabulary knowledge? 179 How can a teacher use labelled diagrams to increase vocabulary knowledge ? 181 How can a teacher use co-operative tasks to focus on vocabulary? 183 How can a teacher design activities to help incidental vocabulary learning? 184 5 Vocabulary and reading and writing How much vocabulary is neededfor reading? What should be in a well-balanced reading course? Learning through meaning-focused input: extensive reading Is input by itself all that is needed for vocabulary development? Language-focused learning: intensive reading Reading for fluency development: speed reading Is reading unsimplified text a good way to help vocabulary growth? How can learners be supported when reading unsimplified text? Does glossing help with vocabulary learning? Does dictionary look-up help with vocabulary learning? Vocabulary and writing How much does vocabulary use affect the quality of writing? Does dictionary use help writing? How can we measure written productive vocabulary knowledge? 194 194 197
198 200 202 204 207 208 217 221 226 226 227 227
x Contents How can we measure the quality of vocabulary used in writing? How can we improve vocabulary use in writing? 228 233 6 Learning vocabulary out of class 242 Vocabulary learning and technology 243 Learning through entertainment 243 Can vocabulary be learned through gaming? 246 Can vocabulary be learned through songs? 249 Can vocabulary be learned through social media? 249 Can vocabulary be learned through viewing television programs and movies? 250 Further research on extramural learning 254 Learning through supplementary activities 255 Can vocabulary be learned through extensive reading? 256 What are the features of a good graded reading scheme? 259 How can we design a good graded reading program? 262 Is extensive reading a good way to improve language proficiency? 267 How can we support vocabulary learning through extensive listening and viewing? 269 Self-directed language learning 270 7 Vocabulary in specialised areas 275 What is academic vocabulary? 275 Why is academic vocabulary important? 280 How can you make an academic vocabulary list? 286 How can you sequence the introduction of academic vocabulary? 288 What is the nature and role of academic vocabulary? 290 How can you test academic vocabulary? 292 How can you learn academic vocabulary? 292 What is technical vocabulary? 295 How can you distinguish technical vocabulary from other vocabulary? 296 How can you learn technical vocabulary? 298 What roles can vocabulary play in discourse? 301 How is vocabulary related to the information content of a text? 302 How is vocabulary related to the organisation of a
text? 305 How does vocabulary signal the relationship between the writer or speaker and reader or listener? 309 Words in discourse 310 How well does content-based learning support the learning of vocabulary? 312
Contents xi 8 Vocabulary-learning strategies and autonomy 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? Strategies and the principles of vocabulary learning How well do learners use strategies? What are the effects of training learners in strategy use? 316 317 320 321 322 324 325 327 330 334 9 Learning words from context 336 Which is best, intentional or incidental learning? 336 How are reading and vocabulary growth related to each other? 338 What proportion of unknown words can be guessed from context? 341 How much vocabulary islearned from context? 344 What can be learned from context? 349 What clues does a context provide and how effective are they? 351 What are the causes of poor guessing? 355 Do different learners approach guessing in the same way? 357 How can learners be trained to guess from context? 360 Does drawing attention to words help learning from context? 361 Do glossing and dictionary use help vocabulary learning? 362 What formats should be used for testing and practising guessing? 364 What are the steps in the guessing-from-context strategy? 367 How should we plan the training of learners in the strategy of guessing from context? 371 10 Word parts Is it worthwhile learning word parts? Where do English words come from? How many words fit into a word family? What are the most useful prefixes and suffixes? Do language users see words as being made of parts?
What are the most useful word stems? What knowledge is required for learners to use word parts? 374 375 376 376 379 381 385 388
xii Contents What word-building skills should the teacher monitor and test? What is the word-part strategy for remembering new words? What should a teacher do about word parts? 11 12 13 390 392 395 Deliberate vocabulary learning from word cards Is learning from word cards a useful activity? What is the most effective way of learning from word cards? Is flash-card software useful for vocabulary learning? How can we train learners in the use of word cards? 397 398 Finding and learning multiword units What are multiword units? Why are multiword units important? How can we identify and count multiword units? Where can I find lists of multiword units? What is the range of ways to teach and learn multiword units? 433 434 436 440 451 Testing vocabulary knowledge and use What can vocabulary tests be used for? How can we test to see where learners need help? How can we measure how well learners have control of the important vocabulary-learning strategies? How can we test vocabulary to place learners in classes at the right level? 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 non-native speakers’ total vocabulary size? How can we decide which test-item format to use? 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? Should vocabulary be tested in a communicative context? How can depth of knowledge of a word be tested? 469 470 470 407 429 431 456 472 473 473 475 476 479
484 487 491 492 495 497
xiii Contents How can I measure words that learners don’t know well? How can I measure how well learners actually use words? 14 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 Building spaced repetition and quality of processing into a course Autonomy and vocabulary learning The goals of vocabulary learning What should be learned and in what order? Learning procedures Checking learning Appendices Appendix 1 : Function words Appendix 2: Vocabulary levels dictation test References Author index Subject index 504 506 509 509 510 512 514 515 518 520 521 524 527 529 529 533 537 540 540 542 544 613 626 |
| adam_txt |
Contents List of figures List of tables Acknowledgements page xiv xv xviii Introduction Where does vocabulary fit in the learning goals of a course? Where does vocabulary fit in the four strands? What are the main themes of this book? Who is the audience for this book? What is new in the third edition? 1 The goals of vocabulary learning What are the different ways of counting words? Can learners cope with related forms of a word? 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? What are the most useful words to learn? What are the characteristics of high-frequency vocabulary? What are the characteristics of mid-frequency vocabulary? What are the characteristics of low-frequency vocabulary? What are the characteristicsof specialised vocabulary? What makes reading a book difficult from a vocabulary perspective? How can these difficulties be avoided? 1 1 1 4 5 5 8 8 11 12 12 13 14 17 25 29 32 35 37 38 vii
viii Contents What is Zipf’s law and why is it important? How can we test vocabulary knowledge? Do course books provide enough opportunities for vocabulary learning? How can we train learners in choosing what words to learn? 40 43 46 46 2 Knowing a word What is learning burden? Do LI and L2 words share the same lexical store? How useful is the receptive/productive distinction? What are the aspects of knowing a word? 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 A model of the development of vocabulary knowledge 3 Teaching vocabulary and the roles of the teacher 93 What are the roles of the teacher? 93 What is involved in vocabulary teaching and what role should teaching play? 94 What are the features of good vocabulary-teaching techniques? 97 Which vocabulary-learning activities are the best ones? 100 What learning conditions help vocabulary learning? 104 How can we apply technique analysis to improving learning? 117 How should we do direct vocabulary teaching? 119 What are the different kinds of vocabulary activities and procedures? 133 How can we develop learners’ fluency? 143 Should vocabulary-learning activities be matched to an individual’s learning style? 146 How can computer-assisted vocabulary learning help learning? 146 How can we build repetition into a course? 154 49 49 50 52 63 65 70 72 74 76 79 83 83 84 85 86
ix Contents 4 Vocabulary and listening and speaking 156 What vocabulary knowledgeis needed for listening? 156 What should be in a well-balanced listening and speaking course? 158 How can we providevocabulary support for listening? 159 What helps vocabulary learning from listening to input? 162 How much vocabulary learning occurs through listening to lectures? 166 How much vocabulary learning occurs through interactive tasks? 168 Is there a special vocabulary of speaking? 175 How can learners develop fluency with spoken vocabulary? 177 How can a teacher use input to increase vocabulary knowledge? 179 How can a teacher use labelled diagrams to increase vocabulary knowledge ? 181 How can a teacher use co-operative tasks to focus on vocabulary? 183 How can a teacher design activities to help incidental vocabulary learning? 184 5 Vocabulary and reading and writing How much vocabulary is neededfor reading? What should be in a well-balanced reading course? Learning through meaning-focused input: extensive reading Is input by itself all that is needed for vocabulary development? Language-focused learning: intensive reading Reading for fluency development: speed reading Is reading unsimplified text a good way to help vocabulary growth? How can learners be supported when reading unsimplified text? Does glossing help with vocabulary learning? Does dictionary look-up help with vocabulary learning? Vocabulary and writing How much does vocabulary use affect the quality of writing? Does dictionary use help writing? How can we measure written productive vocabulary knowledge? 194 194 197
198 200 202 204 207 208 217 221 226 226 227 227
x Contents How can we measure the quality of vocabulary used in writing? How can we improve vocabulary use in writing? 228 233 6 Learning vocabulary out of class 242 Vocabulary learning and technology 243 Learning through entertainment 243 Can vocabulary be learned through gaming? 246 Can vocabulary be learned through songs? 249 Can vocabulary be learned through social media? 249 Can vocabulary be learned through viewing television programs and movies? 250 Further research on extramural learning 254 Learning through supplementary activities 255 Can vocabulary be learned through extensive reading? 256 What are the features of a good graded reading scheme? 259 How can we design a good graded reading program? 262 Is extensive reading a good way to improve language proficiency? 267 How can we support vocabulary learning through extensive listening and viewing? 269 Self-directed language learning 270 7 Vocabulary in specialised areas 275 What is academic vocabulary? 275 Why is academic vocabulary important? 280 How can you make an academic vocabulary list? 286 How can you sequence the introduction of academic vocabulary? 288 What is the nature and role of academic vocabulary? 290 How can you test academic vocabulary? 292 How can you learn academic vocabulary? 292 What is technical vocabulary? 295 How can you distinguish technical vocabulary from other vocabulary? 296 How can you learn technical vocabulary? 298 What roles can vocabulary play in discourse? 301 How is vocabulary related to the information content of a text? 302 How is vocabulary related to the organisation of a
text? 305 How does vocabulary signal the relationship between the writer or speaker and reader or listener? 309 Words in discourse 310 How well does content-based learning support the learning of vocabulary? 312
Contents xi 8 Vocabulary-learning strategies and autonomy 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? Strategies and the principles of vocabulary learning How well do learners use strategies? What are the effects of training learners in strategy use? 316 317 320 321 322 324 325 327 330 334 9 Learning words from context 336 Which is best, intentional or incidental learning? 336 How are reading and vocabulary growth related to each other? 338 What proportion of unknown words can be guessed from context? 341 How much vocabulary islearned from context? 344 What can be learned from context? 349 What clues does a context provide and how effective are they? 351 What are the causes of poor guessing? 355 Do different learners approach guessing in the same way? 357 How can learners be trained to guess from context? 360 Does drawing attention to words help learning from context? 361 Do glossing and dictionary use help vocabulary learning? 362 What formats should be used for testing and practising guessing? 364 What are the steps in the guessing-from-context strategy? 367 How should we plan the training of learners in the strategy of guessing from context? 371 10 Word parts Is it worthwhile learning word parts? Where do English words come from? How many words fit into a word family? What are the most useful prefixes and suffixes? Do language users see words as being made of parts?
What are the most useful word stems? What knowledge is required for learners to use word parts? 374 375 376 376 379 381 385 388
xii Contents What word-building skills should the teacher monitor and test? What is the word-part strategy for remembering new words? What should a teacher do about word parts? 11 12 13 390 392 395 Deliberate vocabulary learning from word cards Is learning from word cards a useful activity? What is the most effective way of learning from word cards? Is flash-card software useful for vocabulary learning? How can we train learners in the use of word cards? 397 398 Finding and learning multiword units What are multiword units? Why are multiword units important? How can we identify and count multiword units? Where can I find lists of multiword units? What is the range of ways to teach and learn multiword units? 433 434 436 440 451 Testing vocabulary knowledge and use What can vocabulary tests be used for? How can we test to see where learners need help? How can we measure how well learners have control of the important vocabulary-learning strategies? How can we test vocabulary to place learners in classes at the right level? 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 non-native speakers’ total vocabulary size? How can we decide which test-item format to use? 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? Should vocabulary be tested in a communicative context? How can depth of knowledge of a word be tested? 469 470 470 407 429 431 456 472 473 473 475 476 479
484 487 491 492 495 497
xiii Contents How can I measure words that learners don’t know well? How can I measure how well learners actually use words? 14 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 Building spaced repetition and quality of processing into a course Autonomy and vocabulary learning The goals of vocabulary learning What should be learned and in what order? Learning procedures Checking learning Appendices Appendix 1 : Function words Appendix 2: Vocabulary levels dictation test References Author index Subject index 504 506 509 509 510 512 514 515 518 520 521 524 527 529 529 533 537 540 540 542 544 613 626 |
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| id | DE-604.BV048312303 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T20:09:59Z |
| indexdate | 2024-11-01T11:00:31Z |
| institution | BVB |
| isbn | 9781009098359 9781009096171 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033691845 |
| oclc_num | 1341842699 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-739 DE-11 |
| owner_facet | DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-739 DE-11 |
| physical | xviii, 630 Seiten |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Cambridge University Press |
| record_format | marc |
| series2 | The Cambridge applied linguistics series |
| spelling | Nation, I. S. P. 1944- Verfasser (DE-588)136468985 aut Learning vocabulary in another language I.S.P. Nation Third edition Cambridge Cambridge University Press 2022 xviii, 630 Seiten txt rdacontent n rdamedia nc rdacarrier The Cambridge applied linguistics series Includes bibliographical references and index Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are 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. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers 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 Language and languages Study and teaching Vocabulary Study and teaching Fremdsprache (DE-588)4018424-9 gnd rswk-swf Vokabellernen (DE-588)4188502-8 gnd rswk-swf Wortschatz (DE-588)4126555-5 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Vokabellernen (DE-588)4188502-8 s DE-604 Fremdsprache (DE-588)4018424-9 s Fremdsprachenunterricht (DE-588)4018428-6 s Wortschatz (DE-588)4126555-5 s Erscheint auch als Online-Ausgabe 978-1-009-09387-3 (DE-604)BV048378383 Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033691845&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Nation, I. S. P. 1944- Learning vocabulary in another language Language and languages Study and teaching Vocabulary Study and teaching Fremdsprache (DE-588)4018424-9 gnd Vokabellernen (DE-588)4188502-8 gnd Wortschatz (DE-588)4126555-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4018424-9 (DE-588)4188502-8 (DE-588)4126555-5 (DE-588)4018428-6 (DE-588)4071461-5 |
| 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 | Language and languages Study and teaching Vocabulary Study and teaching Fremdsprache (DE-588)4018424-9 gnd Vokabellernen (DE-588)4188502-8 gnd Wortschatz (DE-588)4126555-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Language and languages Study and teaching Vocabulary Study and teaching Fremdsprache Vokabellernen Wortschatz Fremdsprachenunterricht Fremdsprachenlernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033691845&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT nationisp learningvocabularyinanotherlanguage |