How Vocabulary is Learned

By S. Hofstetter. ELT Journal, 2019

366 citations recorded by the source corpus.

How Vocabulary is Learned, published in the series of Oxford Handbooks for Language Teachers, is a comprehensive book on both theoretical and practical issues involved in second language vocabulary teaching and learning. The book consists of an introduction and ten chapters, extensively covering topics such as the significance of vocabulary learning, vocabulary size and growth, resources for vocabulary learning, and vocabulary teaching techniques and theoretical underpinnings. Each chapter includes a section called “Keys to Activities,” in which the authors provide beneficial activities and discussion questions to assist with comprehension of the chapter. The book also includes four appendices (Essential Word List, Vocabulary Levels Test, 25 Useful Word Stems, Word Part Levels Test), a companion website with links to documents (including the Essential Word List and the Vocabulary Levels Test), and a glossary of terms.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1d9b126144048b916472e641e4ac5c363d772840

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Peters
2. Yanxue Feng
3. C. Muñoz
4. G. Pujadas
5. Stuart Webb
6. Farahnaz Faez
7. Niousha Pavia
8. James Lambert

In Language and Linguistics

1. E. Peters
2. Yanxue Feng
3. C. Muñoz
4. Stuart Webb
5. G. Pujadas
6. Farahnaz Faez
7. Niousha Pavia
8. James Lambert

Citations in the corpus

• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, methodology): “…used in the classroom regularly to promote L2 learning as some researchers have recommended (e.g., Peters & Webb, 2018; Rodgers & Webb, 2011, 2019; Webb, 2011, 2015; Webb & Nation, 2017; Webb & Rodgers, 2009), research examining its efficacy in relation to reading and listening is clearly needed.”
• INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “Learning vocabulary incidentally through encountering larger amounts of L2 input in different types of spoken and written discourse may provide the greatest potential to promote L2 vocabulary growth (Webb & Nation, 2017).”
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “Then, having the audio and text in the same language (captions) reinforces the connection between the oral and written form (Webb and Nation 2017), which in turn helps recall the meaning.”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “E-mail: Elke. peters@kuleuven.be Copyright © Cambridge University Press 2018 classroom time that can be devoted to learning vocabulary, it is unlikely that all these words will be learned in the classroom (Webb & Nation, 2017).”
• Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects (2018, background): “Alternatively, guessing from context tasks (Webb & Nation, 2017, p. 637) would help bind these word associations together, reinforcing meaning and lexical priming (Hoey, 2005), e.g. an ordered ___ is a [definition]; A genealogical tree is a type of empty/ordered/universal (circle correct) set.”