Learning Vocabulary in Another Language: Frontmatter

By I. Nation. 2001

892 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6a875b230d5590f084cf7ff0044dbfc4085fcaaa

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In Developmental and Educational Psychology

Citations in the corpus

Is There an "Academic Vocabulary"? (2007, background): “lary lists rightly insist that items should not be learnt out of context (e.g., Coxhead, 2000, 2002; Coxhead & Nation, 2001; Nation, 2001).”
SECOND LANGUAGE IDIOM LEARNING IN A PAIRED-ASSOCIATE PARADIGM: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency (2007, background): “…productive learning ~in terms of retention! is indeed more difficult+ Two explanations are put forth for this finding+ The “amount of knowledge” explanation ~Nation, 2001, p+ 28! suggests that the greater difficulty of productive retention is due to the necessity of having more precise…”
What counts as evidence for the long-term realisation of whole-class scaffolding? (2013, methodology): “The selection of three test items used for answering the first research question was informed by our choice of the three linguistic key elements needed for reasoning about line graphs, involving various estimated learning burdens (cf. Nation, 2001): 1.”
The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, background): “As previously mentioned, reading fluency has not received as much attention in L2 as in L1 (Grabe, 2004; Nation, 2001, 2007) and most weight has been given to the training of accuracy (Davies, 1982).”
A Rasch-based validation of the Vocabulary Size Test (2010, background): “However, Nation (2001) has stated that the test ‘is a diagnostic test’ (p. 373) whose ‘main purpose is to let teachers quickly find out whether learners need to be working on high frequency or low frequency words…’ (pp. 21–22); thus, Nation himself does not appear to consider the test a…”
Vocabulary size and the skills of listening, reading and writing (2008, background): “As suggested by many researchers (e.g. Nation 2001; Schmitt 2008), vocabularylearning programmes must include an explicit, intentional component in addition to a component that focuses on enhancing exposure to input and facilitates incidental vocabulary learning.”