Vocabulary in Language Teaching

By N. Schmitt. 2020

191 citations recorded by the source corpus.

Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d49b0ca25c299792bf1d4dedcdeb661764e4697a

How researchers see this paper

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In Developmental and Educational Psychology

1. Eve Kagimoto
2. Stuart Webb
3. N. Schmitt
4. A. Pellicer‐Sánchez
5. E. Peters
6. Irina Elgort
7. A. Chang
8. Yanxue Feng

In Language and Linguistics

1. Eve Kagimoto
2. Stuart Webb
3. N. Schmitt
4. A. Pellicer‐Sánchez
5. E. Peters
6. Irina Elgort
7. Yanxue Feng
8. A. Chang

Citations in the corpus

• The Effects of Vocabulary Learning on Collocation and Meaning. (2009, background): “Their average raw score on Version 1 of the Vocabulary Levels Test (Schmitt, 2000) at the second-1,000-word level was 24.8/30, indicating that they had receptive knowledge of approximately 1,700 of the 2,000 most frequent words (Schmitt, Schmitt, & Clapham, 2001), and they should have little diffi c”
• Savings in the Relearning of Second Language Vocabulary: The Effects of Time and Proficiency (2002, background): “Advances in our understanding of the nature of lexical knowledge and its acquisition in an L2 provide the groundwork for the study of L2 vocabulary loss and relearning (Meara, 2002; Nation, 2001; Schmitt, 2000).”