Learning Vocabulary in Another Language

By I. Nation. 2001

773 citations recorded by the source corpus.

Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cb511a05f4d217b4452fbbf1701b0b8fc4396fcd

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In Developmental and Educational Psychology

Citations in the corpus

Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “Being “known” could also be interpreted as having mastery of the various aspects of word knowledge, such as collocation, register, and derivation (Nation, 2001).”
The Word Part Levels Test (2017, background): “Knowledge of affix meaning is essential because the first step in vocabulary learning is to establish form–meaning relationships (e.g. Nation, 2001; Schmitt, 2008).”
Native Spanish-speaking children reading in English : Toward a model of comprehension (2005, background): “Though incidental learning is well established as one route to vocabulary acquisition for native speakers (Fukkink & de Glopper, 1998), there has been considerable discussion among L2 researchers and practitioners as to whether it occurs as robustly for students learning English as a second or forei”
Is There a Core General Vocabulary? Introducing the "New General Service List". (2015, background): “While West’s GSL as well as a number of more recent pedagogical wordlists are organized according to the word-family principle (cf. Bauer and Nation 1993; Nation 2001), the lexical units used in the newGSL are lemmas, that is, groups of lexical forms with the same stem that belong to the same word c”
Vocabulary size revisited: the link between vocabulary size and academic achievement (2013, background): “This lends credence to the idea that a frequency based test will capture and characterise vocabulary knowledge very effectively, as it does in many foreign language vocabulary size tests (e.g. Nation 2001 and Meara and Milton 2003).”
Second language acquisition: an introductory course (2010, neutral): “For one example among many, Chomsky-as-minimalist is attributed with the discovery that word knowledge is multi-dimensional, which is a foundational principle in Nation's ( 2001 ) pedagogical treatment of lexis – and, while Nation's point is cited in the lexicon chapter, it is not cited in connectio”
Vocabulary: Questions from the classroom (2006, background): “• Vocabulary knowledge is a critical factor in the school success of English-language learners (Carlo, August, & Snow, 2005; Folse, 2004; Nation, 2001).”
L2 Vocabulary Learning From Context: Strategies, Knowledge Sources, and Their Relationship With Success in L2 Lexical Inferencing (2003, background): “Because the research concerned successful inferencing, I had to find a text that contained a minimum number of words that the participants would know (e.g., Laufer, 1989; Liu & Nation, 1985; Nation, 2001).”
Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories (2008, neutral): “As Nation (2001) noted, " at the simplest level, the unknown word may represent a familiar concept and so the new label for that familiar concept is being learned " (p. 240).”
Second language reading and incidental vocabulary learning (2020, background): “A variety of measures are needed including what are called sensitive tests (Nation, 2001: 358-361).”
INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS (2019, background): “Researchers believe that it is responsible for most first language (L1) vocabulary growth (Nation, 2001; Webb & Nation, 2017).”
Simplicity Without Elegance: Features of Sentences in L1 and L2 Academic Texts (2003, background): “In her view, as in Pienemann's (1985), an examination of syntactically simple features that occur in L2 language uses can contribute to developing L2 syllabuses with explicit and grounded foci. The features of syntactic and lexical accuracy and fluency serve as foundational constructs for a model de”
Habits and rabbits: word associations and the L2 lexicon (2006, neutral): “The most useful model here was from Nation (2001: 27) , who lists nine features of word knowledge under the broad headings of ‘form’, ‘meaning’ and ‘use’.”
Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened (2005, neutral): “Logically, second langauge (L2) learners need to master such aspects of the lexicon to reach advanced and near native speaker language abilities (Judd, 1978; Nation, 2001; Richards, 1976).”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, background): “Knowing a word involves numerous types of word knowledge, such as meaning, word form, collocation, and register (Nation, 2001).”