Learning vocabulary in another language
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| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2013
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | Cambridge applied linguistics series
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
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Datensatz im Suchindex
| _version_ | 1804151550592942080 |
|---|---|
| adam_text | Titel: Learning vocabulary in another language
Autor: Nation, Ian S. P
Jahr: 2013
Contents
Series editors preface page xiii
Acknowledgements xiv
Introduction 1
Learning goals 1
The four strands 2
Main themes 4
The audience for this book 4
The first and the second editions 4
Changes in the second edition 5
References 8
1 The goals of vocabulary learning 9
Counting words 9
How much vocabulary do learners need to know? 11
How many words are there in the language? 12
How many words do native speakers know? 13
How much vocabulary do you need to use
another language? 14
Frequency-based word lists 16
Specialised vocabulary 19
Frequency levels in a large corpus 20
High-frequency words 22
Mid-frequency words 25
Low-frequency words 28
Specialised vocabulary 30
Zipf s law 32
Testing vocabulary knowledge 35
Training learners in choosing which words to learn 37
References 41
V
vi Contents
2 Knowing a word 44
Learning burden 44
Do LI and L2 words share the same lexical store? 45
The receptive/productive distinction 46
Aspects of knowing a word 5 8
Levelt s process model of language use 61
Spoken form 65
Written form 70
Word parts 72
Connecting form and meaning 73
Concept and referents 75
Associations 79
Grammatical functions 82
Collocations 83
Constraints on use 84
Item knowledge and system knowledge 85
References 86
3 Teaching and explaining vocabulary 92
What is involved in vocabulary teaching and what
role should teaching play? 92
What are the features of good vocabulary-teaching
techniques? 95
Which vocabulary learning activities are the best ones? 98
What learning conditions help vocabulary learning? 102
How can we apply technique analysis to improving
learning? 114
How should we do direct vocabulary teaching? 117
How should teachers (or writers) explain words? 126
How should teachers deal with words in intensive
reading? 128
What are the different kinds of vocabulary activities
and procedures ? 131
Spoken form 131
Written form 131
Word parts 133
Strengthening the form-meaning connection 133
Concept and reference 134
Associations 136
Grammar 138
Collocation 138
Constraints on use 138
Vocabulary teaching procedures 139
How can we develop learners fluency? 141
Contents vii
Should vocabulary-learning activities be matched to
an individual s learning style? 143
How can computer-assisted vocabulary learning help? 144
References 152
4 Vocabulary and listening and speaking 161
What vocabulary knowledge is needed for listening? 161
How can we provide vocabulary support for listening? 164
What helps vocabulary learning from listening to
stories? 167
How much vocabulary learning occurs through
listening to lectures? 172
How much vocabulary learning occurs through
interactive tasks? 172
Is there a special vocabulary of speaking? 180
How can learners develop fluency with spoken
vocabulary? 182
How can a teacher use input to increase vocabulary
knowledge? 185
How can a teacher use labeled diagrams to increase
vocabulary knowledge? 187
How can a teacher use cooperative tasks to focus on
vocabulary? 189
How can a teacher design activities to help incidental
vocabulary learning? 190
Designing the worksheets 194
An adapted activity 197
References 199
5 Vocabulary and reading and writing 204
Reading and the four strands 204
How much vocabulary is needed for reading? 205
How much reading is needed for vocabulary
development? 211
Is input by itself all that is needed for vocabulary
development? 216
How can learners increase their reading vocabulary? 218
Is reading unsimplified text a good way to help
vocabulary growth? 223
Will extensive reading of texts written for young
native speakers make reading easier for
non-native speakers? 226
How can learners be supported when reading
unsimplified text? 230
viii
Contents
Glossing 238
Is reading simplified texts a good way to help
vocabulary growth? 247
What are the features of a good graded reading
scheme? 250
How can we design a good graded reading programme? 254
Is extensive reading a good way to improve
language proficiency? 258
Vocabulary and writing 262
How much does vocabulary use affect the quality
of writing? 263
How can we measure the quality of vocabulary use in
writing? 263
How can we improve vocabulary use in writing? 268
References 276
6 Specialised uses of vocabulary 289
What is academic vocabulary? 289
Why is academic vocabulary important? 291
How can you make an academic vocabulary list? 296
How can you sequence the introduction of academic
vocabulary? 298
What is the nature and role of academic vocabulary? 300
How can you test academic vocabulary? 301
How can you learn academic vocabulary? 301
What is technical vocabulary? 303
How can you distinguish technical vocabulary from
other vocabulary? 303
How can you learn technical vocabulary? 305
What roles can vocabulary play in discourse? 307
How is vocabulary related to the information content
of a text? 308
How is vocabulary related to the organisation of
a text? 311
How does vocabulary signal the relationship between
the writer or speaker and reader or listener? 314
Words in discourse 315
How well does content-based learning support the
learning of vocabulary? 318
References 321
7 Vocabulary-learning strategies 326
What vocabulary learning strategies are there? 326
Planning vocabulary learning 329
Sources: Finding information about words 330
Contents
Processes: Establishing vocabulary knowledge 331
Skill in use: Enriching knowledge 332
How can we train learners in strategy choice and use? 332
How well do learners use strategies? 334
What are the effects of training learners in
strategy use? 342
Procedures that integrate strategies 343
References 345
8 Learning words from context 348
Which is best: intentional or incidental learning? 348
How are reading and vocabulary growth related to
each other? 350
What proportion of unknown words can be guessed
from context? 352
How much vocabulary is learned from context? 355
What can be learned from context? 358
What clues does a context provide and how effective
are they? 360
What are the causes of poor guessing? 364
Do different learners approach guessing in the
same way? 366
How can learners be trained to guess from context? 369
Does drawing attention to words help learning
from context? 370
Do glossing and dictionary use help vocabulary
learning? 371
What formats should be used for testing or
practising guessing? 372
What are the steps in the guessing-from-context
strategy? 375
How should we plan the training of learners in
the strategy of guessing from context? 380
References 381
9 Word parts 389
Is it worthwhile learning word parts? 390
Where do English words come from? 390
How many words fit into a word family? 391
What are the most useful prefixes and suffixes? 394
Do language users see words as being made of parts? 396
What are the most useful word stems? 400
What knowledge is required for learners to use
word parts? 402
X
Contents
What word-building skills should the teacher
monitor and test? 404
What is the word part strategy for remembering
new words? 408
References 411
10 Using dictionaries 414
Do learners use dictionaries well? 415
Do dictionaries help learners understand and
produce text? 416
Does dictionary look-up help with vocabulary
learning? 417
What skills are needed to use a dictionary? 419
What dictionaries are the best? 423
How can we evaluate dictionaries? 427
Dictionary use and learning 432
References 433
11 Deliberate Iearning from word cards 437
Is learning from word cards a useful activity? 438
What is the most effective way of learning from
word cards? 445
Is flashcard software useful for vocabulary learning? 468
How can we train learners in the use of word cards? 469
References 471
12 Finding and learning multiword units 479
What are multiword units? 479
Why are multiword units important? 481
How can we identify and count multiword units? 485
Where can we find lists of multiword units? 495
What is the range of ways to teach and learn
multiword units? 497
References 508
13 Testing vocabulary knowledge and use 514
Purposes of tests 515
How can we test to see where learners need help? 515
How can we measure if learners have control of the
important vocabulary learning strategies ? 517
How can we test vocabulary to place learners in
classes at the right level? 518
How can we test whether a small group of words
in a course has been learned? 521
Contents
xi
How can we test whether the total vocabulary
of the course has been learned? 521
How can we measure native speakers and
non-native speakers total vocabulary size? 522
What kind of vocabulary test item is the best? 535
Is it enough to ask learners if they know the word? 539
Should choices be given? 540
Should translations be used? 544
Should words be tested in context? 545
Should vocabulary be tested in a communicative
context? 548
How can depth of knowledge about a word be tested? 549
How can we measure words that learners don t know
well? 557
How can we measure how well learners actually
use words? 561
References 562
14 Designing the vocabulary component of a language course 569
Goals 570
Needs analysis 570
Environment analysis 572
Principles of vocabulary teaching 572
Content and sequencing 573
Format and presentation 577
Monitoring and assessment 578
Evaluation 580
Autonomy and vocabulary learning 583
The goals of vocabulary learning 584
What should be learned and in what order? 584
Learning procedures 588
Checking learning 593
References 596
Appettdices 598
1. Headwords of the Academic Word List 598
2. Vocabulary levels dictation test 603
3. Function words 604
References 605
Subject index 606
Author index 613
|
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| author_facet | Nation, I. S. P. 1944- |
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| building | Verbundindex |
| bvnumber | BV041434925 |
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| ctrlnum | (OCoLC)867146890 (DE-599)BVBBV041434925 |
| discipline | Sprachwissenschaft Literaturwissenschaft |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV041434925 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:56:36Z |
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| isbn | 9781107623026 9781107045477 |
| language | English |
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| spelling | Nation, I. S. P. 1944- Verfasser (DE-588)136468985 aut Learning vocabulary in another language I. S. P. Nation 2. ed. Cambridge [u.a.] Cambridge Univ. Press 2013 XIV, 624 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cambridge applied linguistics series Fremdsprache (DE-588)4018424-9 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Wortschatz (DE-588)4126555-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Vokabellernen (DE-588)4188502-8 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Vokabellernen (DE-588)4188502-8 s DE-604 Wortschatz (DE-588)4126555-5 s Fremdsprache (DE-588)4018424-9 s 1\p DE-604 Fremdsprachenlernen (DE-588)4071461-5 s 2\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026881809&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 |
| spellingShingle | Nation, I. S. P. 1944- Learning vocabulary in another language Fremdsprache (DE-588)4018424-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Wortschatz (DE-588)4126555-5 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Vokabellernen (DE-588)4188502-8 gnd |
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| title | Learning vocabulary in another language |
| title_auth | Learning vocabulary in another language |
| title_exact_search | 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 | Fremdsprache (DE-588)4018424-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Wortschatz (DE-588)4126555-5 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Vokabellernen (DE-588)4188502-8 gnd |
| topic_facet | Fremdsprache Fremdsprachenunterricht Wortschatz Fremdsprachenlernen Vokabellernen |
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