Learning Vocabulary In Another Language

By Anna Papst. 2016

3,286 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4938aabb36b167f7d18579dc9faf8c3d2f31028c

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Citations in the corpus

Digital game-based vocabulary learning: where are we and where are we going? (2019, background): “Learning the meaning and usage of a new word in a second or foreign language, however, is challenging as it involves various aspects of knowledge, including, but not limited to the spelling, pronunciation, meaning, part of speech and typical collocations of the word (Nation, 2001).”
Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? (2015, methodology): “represent a relatively small learning burden, these words are often considered as known words for non-beginners such as those in the present study (Nation, 2006; Nation & Wang, 1999; Nation & Webb, 2011; Webb & Macalister, 2013). The analysis of these texts was comparable to Nation and Wang’s (1999)”
The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners (2015, methodology): “…flipped classroom were well-incorporated with Brown 44 The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners (2001)’s and Nation (2001)’s approaches as well as English language learning setting, so they were adapted and revised based on F-L-I-PTM for the present study…”
Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “It is well known, for example, that having a small vocabulary in the SFL inhibits comprehension and conversely having a large vocabulary correlates highly with reading comprehension (Nation, 2001; Read, 2000).”
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, methodology): “Despite the broad acknowledgement of the multidimensional nature of vocabulary knowledge (Henriksen, 1999; Nation, 2001; Milton, 2009), previous studies aiming to explore the relationship between L2 vocabulary knowledge and L2 language skills have employed test instruments that tap a relatively…”
The importance of vocabulary in language learning and how to be taught (2015, background): “…Schmitt (2000) emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of a second language” p. 55) Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables…”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “…(e.g., fi rst language [L1] translations, context, or pictures), type and timing of feedback, and interference as well as item-related factors such as word length, parts of speech, pronounceability, concept imageability, and concept frequency (for reviews, see Laufer, 2012 ; Nation, 2001 ).”
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Nation ( 2001 ) provided the most comprehensive list to date of all the different components of vocabulary knowledge, including aspects of form (e.g., written form, spoken form, word parts), meaning (e.g., form-meaning link, concepts and referents, associations), and use (e.g., grammatical…”
The Principles and the Teaching of English Vocabulary: A Review (2019, background): “To accomplish it, Nation (2001) proposed these aspects, namely spoken form, written form, parts of word, concept a word has and items it may associate, association of the word, grammar of the word, collocation of the word, register and frequency of the word. teaching vocabulary guidelines and…”
Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach (2020, methodology): “By moving down the theoretical hierarchy of difficulty, the danger of exposure to the words in earlier tests affecting the scores on later tests was mitigated (Laufer & Goldstein, 2004; Nation, 2013; Nation & Webb, 2011; Schmitt, 2010).”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “Repetitive input and several opportunities for use are normally needed before a word can be ‘fully known’ (for a detailed discussion on what it means to know a word, see Nation, 2001; Nation & Webb, 2011; Read, 2000).”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, methodology): “In fact, it has been argued that every aspect of vocabulary depth is crucial (Nation, 2001; Schmitt, 2010; Webb, 2005).”
Developing EFL Learner’s Speaking Ability, Accuracy and Fluency (2016, background): “If the receptive vocabulary is rather limited, learners can seldom put the “receptive vocabulary knowledge into productive use” (Nation, 2001, p. 129); therefore, it is necessary for EFL learners to keep a lot of vocabulary in their long-term memory.”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “language) are needed for students to attain well-balanced L2 vocabulary and pragmatic development (Nation, 2001).”
Examining second language receptive knowledge of collocation and factors that affect learning (2017, methodology): “Depth is a much more complex construct that contains a range of word knowledge aspects (Nation, 2001).”
Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. (2014, background): “If the receptive vocabulary is rather limited, learners can hardly put the “receptive vocabulary knowledge into productive use” (Nation, 2001, p. 129), so it is essential for Chinese EFL students to store a wealth of vocabulary in their long-term memory.”