"This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). Each of the four sections presents a skill area with two chapters presented by twoleading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered. The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume"--
This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking).
Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered.
The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume.
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viii | |
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ix | |
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x | |
| Acknowledgements |
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xiii | |
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1 | (20) |
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1 Introduction: vocabulary and the four skills - current issues and future concerns |
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3 | (18) |
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21 | (44) |
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2 Vocabulary and listening: current research, tools, and practices |
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23 | (5) |
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3 Vocabulary learning through listening: Which words are easier or more difficult to learn and why? |
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28 | (17) |
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4 Vocabulary and listening |
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45 | (15) |
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5 Vocabulary and listening: future research, tools, and practices |
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60 | (5) |
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65 | (54) |
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6 Vocabulary and reading: current research, tools, and practices |
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67 | (6) |
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7 Building vocabulary knowledge from and for reading: improving lexical quality |
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73 | (18) |
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8 Measuring reading and vocabulary with the Test for English Majors Band 4: a concurrent validity study |
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91 | (23) |
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9 Vocabulary and reading: future research, tools, and practices |
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114 | (5) |
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119 | (52) |
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10 Vocabulary and speaking: current research, tools, and practices |
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121 | (5) |
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11 Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency for a small group of pre-intermediate Japanese L1 users of English (L2) |
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126 | (20) |
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12 Re-examining the relationship between productive vocabulary and second language oral ability |
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146 | (20) |
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13 Vocabulary and speaking: future research, tools, and practice |
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166 | (5) |
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171 | (50) |
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14 Vocabulary and writing: current research, tools, and practices |
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173 | (5) |
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15 Specialized vocabulary in writing: looking outside ELT |
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178 | (18) |
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16 Lexical development paths in relation to academic writing |
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196 | (20) |
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17 Vocabulary and writing: future research, tools, and practices |
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216 | (5) |
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221 | (9) |
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18 Conclusion: vocabulary and the four skills - pedagogy and practice |
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223 | (7) |
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| Index |
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230 | |
Jon Clenton is Associate Professor at Hiroshima University, Japan. His main research interests include the assessment of vocabulary knowledge, L2 vocabulary development in terms of bilingual models, second language acquisition, word association studies, lexical processing, and L2 measurement tools. He has examined several vocabulary measurement tools, with focus on attempts to isolate the construct of productive vocabulary knowledge.
Paul Booth is Senior Lecturer at Kingston University, London, and teaches both undergraduate and postgraduate courses. His research interests include second language vocabulary, especially individual differences, lexical diversity, and frequency. He has also researched situated learning and language teacher development.
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