Learning Vocabulary in Another Language: Appendixes

By I. Nation. 2001

1,154 citations recorded by the source corpus.

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Citations in the corpus

Lexical Frequency Profiles: A Monte Carlo Analysis (2005, methodology): “Apart from Laufer and Nation themselves (e.g. Laufer 1994; Nation 2001), LFP has been utilized by a number of other authors, including Muncie (2002), Cobb and Horst (2002), and Meara, Lightbown, and Halter (1997).”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “30 items on each test was informed by the construct of word frequency (Nation, 2001; Bauer & Nation, 1993; Coxhead, 1998, 2000; Cobb & Horst, 2004) as a way of ensuring increasing levels of difficulty.”
The Word Associates Format: Validation evidence (2011, background): “This includes the realization that vocabulary learning is an incremental process (Paribakht and Wesche, 1997; Schmitt, 2000), and that it consists of a number of knowledge dimensions, including meaning, form, collocation, register, and several others (Nation, 2001).”
Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? (2016, background): “In vocabulary studies, word frequency is roughly synonymouswith usefulness; themore frequent aword in an L2, the more useful it is to know (Ellis, 2002; Nation, 2001).”
A Phrasal Expressions List (2012, background): “Shin and Nation also considered semantics, particularly individual senses of collocations with the same form (e.g. ‘looking up’ meaning ‘to improve’ and ‘looking up’ as in to find a word in a dictionary). The researchers report identifying 4,698 collocations using the criteria, with each criterion a”
Direct Teaching of Vocabulary after Reading: Is It Worth the Effort?. (2010, background): “In practice, teachers of English in many foreign language contexts combine explicit and incidental approaches, and with good reason, as research has shown that this combination is effective. For example, Hill and Laufer (2003) found that post-reading tasks explicitly focusing on target words led to ”
Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials (2004, background): “It is crucial to reiterate, however, that the AHF list has been shown to be highly salient in adult academic materials, not adult ®ctional materials (Nation 2001; Nation and Waring 1997).”
Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events (2009, background): “For instance, Table 1 provided by Nation (2001) refers to “signs” which are considered manifestations of psychological conditions.”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “…not all elements of lexical proficiency can easily be slotted into these two categories, especially when orthographic, phonological, grammatical, and appropriateness components (Read 2000; Nation 2001) or differences between receptive and productive lexical knowledge are considered (Baba 2009).”