دانلود کتاب Learning Vocabulary in Another Language

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Series editors’ preface
Introduction
Learning goals
The four strands
Main themes
The audience for this book
The first and the second editions
Changes in the second edition
1 The goals of vocabulary learning
Counting words
Tokens
Types
Lemmas
Word families
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?
Frequency-based word lists
High-frequency words
Mid-frequency words
Low-frequency words
Specialised vocabulary
Academic words
Technical words
Frequency levels in a large corpus
High-frequency words
Mid-frequency words
Low-frequency words
Specialised vocabulary
Zipf’s law
Testing vocabulary knowledge
Training learners in choosing which words to learn
2 Knowing a word
Learning burden
Do L1 and L2 words share the same lexical store?
The receptive / productive distinction
The scope of the receptive / productive distinction
The receptive direction
The productive direction
Aspects of knowing a word
Levelt’s process model of language use
Spoken form
Written form
Word parts
Connecting form and meaning
Concept and referents
trophy
award
Associations
Nouns
Adjectives
Verbs
Grammatical functions
Collocations
Constraints on use
Item knowledge and system knowledge
3 Teaching and explaining vocabulary
What is involved in vocabulary teaching and what role should teaching play?
What are the features of good vocabulary-teaching techniques?
Which vocabulary learning activities are the best ones?
What learning conditions help vocabulary learning?
Motivation
Noticing
Negotiation
Definition
Textual enhancement
Word consciousness
Retrieval
Creative use
Retention
How can we apply technique analysis to improving learning?
How should we do direct vocabulary teaching?
Using actions, objects, pictures or diagrams
Translating
Defining and providing examples in the second language
How should teachers (or writers) explain words?
How should teachers deal with words in intensive reading?
What are the different kinds of vocabulary activities and
Spoken form
Written form
Word parts
Strengthening the form–meaning connection
Concept and reference
Associations
Grammar
Collocation
Constraints on use
Vocabulary teaching procedures
Recycled words
The second-hand cloze
The vocabulary interview
Vocabulary notebooks
How can we develop learners’ fiuency?
Listening fiuency
Speaking fiuency
Reading
Writing
Should vocabulary-learning activities be matched to an individual’s learning style?
How can computer-assisted vocabulary learning help?
Vocabulary content
References
4 Vocabulary and listening and speaking
What vocabulary knowledge is needed for listening?
How can we provide vocabulary support for listening?
Receptive information transfer
Using captions with videos
Listening while reading
Listening to stories
Quizzes
What helps vocabulary learning from listening to stories?
Interest
Comprehension
Repeated retrieval
Decontextualisation
Creative processing
How much vocabulary learning occurs through listening to lectures?
How much vocabulary learning occurs through interactive tasks??
How often do vocabulary-related language-related episodes occur?
What do language-related episodes focus on?
Are most vocabulary-related episodes successfully resolved?
Do vocabulary-related episodes lead to retention?
Is computer-mediated negotiation through writing better than spoken negotiation?
Does the use of the L1 in vocabulary-related episodes help learning?
Do the active learners in language-related episodes learn more than those who ask or observe?
Does most vocabulary learning in interactive activities occur through language-related episodes?
Can learners be helped to deal with vocabulary in interactive activities?
Is there a special vocabulary of speaking?
How can learners develop fiuency with spoken vocabulary?
How can a teacher use input to increase vocabulary knowledge?
Semantic mapping
Making decisions
How can a teacher use labeled diagrams to increase vocabulary knowledge?
Information transfer activities
Split-information tasks
How can a teacher use cooperative tasks to focus on vocabulary?
How can a teacher design activities to help incidental vocabulary learning?
Retelling
Role play
Ranking
Other activities
Designing the worksheets
An adapted activity
Split information and expert groups
Reporting back
References
5 Vocabulary and reading and writing
Reading and the four strands
How much vocabulary is needed for reading?
What role does vocabulary play in determining the readability of a text?
How much reading is needed for vocabulary development?
Is input by itself all that is needed for vocabulary development?
How can learners increase their reading vocabulary?
Is reading unsimplified text a good way to help vocabulary growth?
Will extensive reading of texts written for young native speakers make reading easier for non-native speakers?
How can learners be supported when reading unsimplified text?
Narrow reading
Elaboration
Easification
Negotiation
Intensive reading and direct teaching
Pre-teaching
Dealing with words in intensive reading
Vocabulary exercises with reading texts
Glossing
Types of glosses
Effects of glossing on vocabulary learning
The effects of glossing on comprehension
Is reading simplified texts a good way to help vocabulary growth?
What are the features of a good graded reading scheme?
What is the optimum proportion of unknown to known words in a graded reader?
What is the optimum spacing of vocabulary levels in a series?
What is the highest vocabulary level that a series of readers should reach?
Is vocabulary learning helped by indicating the new words at a level in a text?
Is careful grammatical control necessary to produce readable readers?
How can we design a good graded reading programme?
How can learners decide which book to choose to begin
How many readers should be read at each level?
How many readers should learners be reading within a set time at each level?
How can teachers motivate learners to do extensive reading?
How can teachers monitor progress and make sure that learners are doing the reading?
What does research show about the value of reading graded readers for vocabulary growth?
Is extensive reading a good way to improve language proficiency?
Will extensive reading of unsimplified texts help learning?
Will reading simplified texts increase reading skill and language proficiency?
Can reading simplified texts increase reading fiuency?
Vocabulary and writing
How much does vocabulary use affect the quality of writing?
How can we measure the quality of vocabulary use in writing?
How can we improve vocabulary use in writing?
Reading and sentence completion
Paraphrase
Translation
The second-hand cloze
Dictionary use
Reading like a writer
The dicto-comp and related activities
Guided semantic mapping
Using written input to affect vocabulary use in writing
Using speaking activities to affect vocabulary use in writing
Issue logs
Word-focused fiuency training
Email interaction
References
6 Specialised uses of vocabulary
What is academic vocabulary?
Why is academic vocabulary important?
How can you make an academic vocabulary list?
How can you sequence the introduction of academic vocabulary?
What is the nature and role of academic vocabulary?
How can you test academic vocabulary?
How can you learn academic vocabulary?
What is technical vocabulary?
How can you distinguish technical vocabulary from other vocabulary?
How can you learn technical vocabulary?
What roles can vocabulary play in discourse?
How is vocabulary related to the information content of a text?
Function words
Topic-related vocabulary
How is vocabulary related to the organisation of a text?
Discourse-organising vocabulary
How does vocabulary signal the relationship between the writer or speaker and reader or listener?
Words in discourse
How well does content-based learning support the learning of vocabulary?
References
7 Vocabulary-learning strategies
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?
How well do learners use strategies?
What are the effects of training learners in strategy use?
Procedures that integrate strategies
References
8 Learning words from context
Which is best: intentional or incidental learning?
How are reading and vocabulary growth related to each other?
What proportion of unknown words can be guessed from context?
How much vocabulary is learned from context?
What can be learned from context?
What clues does a context provide and how effective
What are the causes of poor guessing?
Do different learners approach guessing in the same way?
How can learners be trained to guess from context?
Does drawing attention to words help learning from context?
Do glossing and dictionary use help vocabulary learning?
What formats should be used for testing or
What are the steps in the guessing-from-context strategy?
How should we plan the training of learners in the strategy
References
9 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?
What word-building skills should the teacher monitor and test
Learners need to be able to recognise word parts in words
Learners need to be able to recognise what the affixes mean and do
Learners need to be aware of the changes of written and spoken forms that occur when an affi x is added to a word
Learners need to know which classes of stems can take certain affixes
What is the word part strategy for remembering new words?
References
10 Using dictionaries
Comprehension (decoding)
Production (encoding)
Learning
Do learners use dictionaries well?
Do dictionaries help learners understand and produce text?
Does dictionary look-up help with vocabulary learning?
What skills are needed to use a dictionary?
What skills are needed for receptive use?
What skills are needed for productive use?
What dictionaries are the best?
Electronic dictionaries
Reading and dictionary use
How can we evaluate dictionaries?
The kinds of information in dictionaries
Learners’ preferences
Dictionaries and language use
Dictionary use and learning
11 Deliberate learning from word cards
Is learning from word cards a useful activity?
Is word card learning efficient?
Does the learning gained from using word cards remain in learners’ memory?
Does word card learning provide the knowledge needed for normal language use?
Can deliberate learning result in enough words being learned?
What is the most effective way of learning from word cards?
Choosing words to learn
Making word cards
Using the cards
Is fiashcard software useful for vocabulary learning?
Flashcard creation and editing
Learning
How can we train learners in the use of word cards?
References
12 Finding and learning multiword units
What are multiword units?
Why are multiword units important?
Nature of language knowledge
Nature of language
Nature of language use
How can we identify and count multiword units?
Form-based approaches
Meaning-based approaches
Storage-based approaches
Where can we find lists of multiword units?
What is the range of ways to teach and learn multiword units?
Learning multiword units through meaning-focused input
Establishing multiword units through
Language-focused learning of multiword units
Gaining knowledge of multiword units through
References
13 Testing vocabulary knowledge and use
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
Autonomy and vocabulary learning
The goals of vocabulary learning
What should be learned and in what order?
Learning procedures
Checking learning
Purposes of tests
How can we test to see where learners need help?
How can we measure if learners have control of
How can we test vocabulary to place learners
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 native speakers’ and non-native speakers’ total vocabulary size?
What is counted as a word?
How do we choose the words to test?
How do we measure if learners know a word?
Dictionary-based studies of the vocabulary size of native speakers
Corpus-based studies of native speakers
The receptive and productive vocabulary size of non-native speakers
What kind of vocabulary test item is the best?
A 1,000-word level true/false test (Nation, 1993a)
Write T if a sentence is true. Write N if it is not true. Write X if you do not understand the sentence
A vocabulary depth test (Read, 1995)
Choose four words that go with the test word. Choose at least one from each of the two boxes
A definition completion test (Read, 1995)
Choose one word from the list on the right to complete the sentence. Do not use the same word twice
A sensitive multiple-choice test (Joe, 1998)
Circle the choice that gives the meaning of the underlined word.
A translation test (Nurweni and Read, 1999)
Translate the underlined words into your first language.
Is it enough to ask learners if they know the word?
Tick the words you know
Should choices be given?
Choose the right word to go with each meaning. Write the number of that word next to its meaning
Should translations be used?
Should words be tested in context?
Should vocabulary be tested in a communicative context?
How can depth of knowledge about a word be tested?
How can we measure words that learners don’t know well?
Translate this word into English.
Translate the italicised word into your first language.
Translate this word into English.
How can we measure how well learners actually use words?
References
Appendices
1. Headwords of the Academic Word List
2. Vocabulary levels dictation test
3. Function words
Numbers