Researching Vocabulary: A Vocabulary Research Manual

By N. Schmitt. 2010

1,068 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ad4a911eb37c7e0e888c2211af04a30673cce0c5

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Citations in the corpus

Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “Word in non-defining context (CON) form recall format. meaning recall level of mastery (Schmitt, 2010).”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, methodology): “It was chosen as a criterion variable because it represents an essential component of language use and comprehension (Schmitt et al., 2001; Schmitt, 2010).”
Scoring Yes–No vocabulary tests: Reaction time vs. nonword approaches (2012, background): “We also included a somewhat easier measure of the form–meaning link, meaning recognition (Schmitt, 2010), to capture knowledge below the meaning recall level.”
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).”
Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “…of vocabulary learning through TV programmes – and promote greater learning effort during viewing – is to involve intentional or explicit learning, on the basis of the principle that incidental and intentional learning are complementary approaches that can be integrated (Schmitt 2010).”
The idiom principle revisited (2014, background): “This emerging story that extensive ‘engagement’ (Schmitt 2010: 26) with the L2 can lead to acquisition of MWEs should actually be unremarkable; indeed, we have known this for years about the acquisition of words through learner involvement with various types of input and interaction.”
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, methodology): “This 10+ fi gure was also confi rmed by Pellicer-Sánchez and Schmitt ( 2010 ) and Webb ( 2007a ).”
How Many Words Do We Know? Practical Estimates of Vocabulary Size Dependent on Word Definition, the Degree of Language Input and the Participant’s Age (2016, background): “Authors disagree which of these are base words and which not, leading some scholars to conclude that the transition from lemmas to word families creates more confusion than clarity (Schmitt, 2010).”
Processing of native and foreign language subtitles in films: An eye tracking study (2012, background): “For an overview of the different aspects of word knowledge required to fully master a lexical item see Nation (2001) and Schmitt (2010).”
Research into practice: Vocabulary (2011, background): “There are also gaps in research, and two recent books (Schmitt 2010; Nation & Webb 2011) explore these gaps and provide guidelines for future research.”
The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, methodology): “The range in number of encounters with target words has varied from study to study: 1–3 (Hulstijn, Hollander, & Greidanus, 1996), 4–8 (Pellicer-Sánchez, 2017), 1–7 (Chen & Truscott, 2010), 2–17 (Horst et al., 1998), 5–54 (Rodgers, 2013), 1–70 (Webb & Chang, 2015), and 1–209 (Saragi et al., 1978).”
Examining second language receptive knowledge of collocation and factors that affect learning (2017, background): “…support those of previous studies, which indicate that the acquisition of collocations is a relatively slow process, and that L2 learners may lack knowledge of collocation (Li & Schmitt, 2010), especially verb–noun and adjective–noun collocations (Chan & Liou, 2005; Nesselhauf, 2003; Yan, 2010).”
Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, background): “…B253 Wells Hall, 619 Red Cedar Road, East Lansing, MI 48824 godfroid@msu.edu Rott, 1999; Webb, 2007; Zahar, Cobb & Spada, 2001) and provided detailed analyses of different aspects of lexical knowledge (e.g., Elgort & Warren, 2014; Horst et al., 1998; Pellicer-Sánchez & Schmitt, 2010; Webb, 2007).”
The PHaVE List: A pedagogical list of phrasal verbs and their most frequent meaning senses (2015, background): “Since the process of learning a word usually starts with establishing its form–meaning link (Schmitt, 2010), the most obvious type of information to include was meaning.”
A Phrasal Expressions List (2012, background): “Evidence for this strong statement is now widely available, and perhaps most fully outlined in books by Sinclair (1991), Nattinger and DeCarrico (1992), Moon (1998), Biber et al. (1999), Wray (2002, 2008), Schmitt (2004, 2010), Meunier and Granger (2008) and Corrigan et al. (2009a, 2009b).”
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences (2019, background): “Incidental vocabulary learning has primarily been researched in the context of reading (e.g. Horst, Cobb and Meara 1998; Pellicer-Sánchez and Schmitt 2010; Saragi, Nation and Meister 1978).”
Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “…that vocabulary knowledge is a much more complex construct is now gaining acceptance, with several lexical scholars claiming that it entails a number of different dimensions involving both explicit and implicit mental representations (Aitchison, 2003; N. Ellis, 1994; Nation, 2001; Schmitt, 2010).”