Learning Vocabulary in Another Language 2nd Revised edition [Kõva köide]

(Victoria University of Wellington)
  • Formaat: Hardback, 640 pages, kõrgus x laius x paksus: 228x152x35 mm, kaal: 1020 g, illustrations
  • Sari: Cambridge Applied Linguistics
  • Ilmumisaeg: 31-Oct-2013
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1107045479
  • ISBN-13: 9781107045477
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  • Formaat: Hardback, 640 pages, kõrgus x laius x paksus: 228x152x35 mm, kaal: 1020 g, illustrations
  • Sari: Cambridge Applied Linguistics
  • Ilmumisaeg: 31-Oct-2013
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1107045479
  • ISBN-13: 9781107045477
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An updated edition of the key reference work in the area of second and foreign language vocabulary studies. This book provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and 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 title 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.

An updated edition of the key reference work in the area of second and foreign language vocabulary studies.
Series editors' preface xiii
Acknowledgements xiv
Introduction 1(8)
Learning goals
1(1)
The four strands
2(2)
Main themes
4(1)
The audience for this book
4(1)
The first and the second editions
4(1)
Changes in the second edition
5(3)
References
8(1)
1 The goals of vocabulary learning
9(35)
Counting words
9(2)
How much vocabulary do learners need to know?
11(1)
How many words are there in the language?
12(1)
How many words do native speakers know?
13(1)
How much vocabulary do you need to use another language?
14(2)
Frequency-based word lists
16(3)
Specialised vocabulary
19(1)
Frequency levels in a large corpus
20(2)
High-frequency words
22(3)
Mid-frequency words
25(3)
Low-frequency words
28(2)
Specialised vocabulary
30(2)
Zipf's law
32(3)
Testing vocabulary knowledge
35(2)
Training learners in choosing which words to learn
37(4)
References
41(3)
2 Knowing a word
44(48)
Learning burden
44(1)
Do LI and L2 words share the same lexical store?
45(1)
The receptive/productive distinction
46(12)
Aspects of knowing a word
58(3)
Levelt's process model of language use
61(4)
Spoken form
65(5)
Written form
70(2)
Word parts
72(1)
Connecting form and meaning
73(2)
Concept and referents
75(4)
Associations
79(3)
Grammatical functions
82(1)
Collocations
83(1)
Constraints on use
84(1)
Item knowledge and system knowledge
85(1)
References
86(6)
3 Teaching and explaining vocabulary
92(69)
What is involved in vocabulary teaching and what role should teaching play?
92(3)
What are the features of good vocabulary-teaching techniques?
95(3)
Which vocabulary learning activities are the best ones?
98(4)
What learning conditions help vocabulary learning?
102(12)
How can we apply technique analysis to improving learning?
114(3)
How should we do direct vocabulary teaching?
117(9)
How should teachers (or writers) explain words?
126(2)
How should teachers deal with words in intensive reading?
128(3)
What are the different kinds of vocabulary activities and procedures?
131(1)
Spoken form
131(1)
Written form
131(2)
Word parts
133(1)
Strengthening the form-meaning connection
133(1)
Concept and reference
134(2)
Associations
136(2)
Grammar
138(1)
Collocation
138(1)
Constraints on use
138(1)
Vocabulary teaching procedures
139(2)
How can we develop learners' fluency?
141(2)
Should vocabulary-learning activities be matched to an individual's learning style?
143(1)
How can computer-assisted vocabulary learning help?
144(8)
References
152(9)
4 Vocabulary and listening and speaking
161(43)
What vocabulary knowledge is needed for listening?
161(3)
How can we provide vocabulary support for listening?
164(3)
What helps vocabulary learning from listening to stories?
167(5)
How much vocabulary learning occurs through listening to lectures?
172(1)
How much vocabulary learning occurs through interactive tasks?
172(8)
Is there a special vocabulary of speaking?
180(2)
How can learners develop fluency with spoken vocabulary?
182(3)
How can a teacher use input to increase vocabulary knowledge?
185(2)
How can a teacher use labeled diagrams to increase vocabulary knowledge?
187(2)
How can a teacher use cooperative tasks to focus on vocabulary?
189(1)
How can a teacher design activities to help incidental vocabulary learning?
190(4)
Designing the worksheets
194(3)
An adapted activity
197(2)
References
199(5)
5 Vocabulary and reading and writing
204(85)
Reading and the four strands
204(1)
How much vocabulary is needed for reading?
205(6)
How much reading is needed for vocabulary development?
211(5)
Is input by itself all that is needed for vocabulary development?
216(2)
How can learners increase their reading vocabulary?
218(5)
Is reading unsimplified text a good way to help vocabulary growth?
223(3)
Will extensive reading of texts written for young native speakers make reading easier for non-native speakers?
226(4)
How can learners be supported when reading unsimplified text?
230(8)
Glossing
238(9)
Is reading simplified texts a good way to help vocabulary growth?
247(3)
What are the features of a good graded reading scheme?
250(4)
How can we design a good graded reading programme?
254(4)
Is extensive reading a good way to improve language proficiency?
258(4)
Vocabulary and writing
262(1)
How much does vocabulary use affect the quality of writing?
263(1)
How can we measure the quality of vocabulary use in writing?
263(5)
How can we improve vocabulary use in writing?
268(8)
References
276(13)
6 Specialised uses of vocabulary
289(37)
What is academic vocabulary?
289(2)
Why is academic vocabulary important?
291(5)
How can you make an academic vocabulary list?
296(2)
How can you sequence the introduction of academic vocabulary?
298(2)
What is the nature and role of academic vocabulary?
300(1)
How can you test academic vocabulary?
301(1)
How can you learn academic vocabulary?
301(2)
What is technical vocabulary?
303(1)
How can you distinguish technical vocabulary from other vocabulary?
303(2)
How can you learn technical vocabulary?
305(2)
What roles can vocabulary play in discourse?
307(1)
How is vocabulary related to the information content of a text?
308(3)
How is vocabulary related to the organisation of a text?
311(3)
How does vocabulary signal the relationship between the writer or speaker and reader or listener?
314(1)
Words in discourse
315(3)
How well does content-based learning support the learning of vocabulary?
318(3)
References
321(5)
7 Vocabulary-learning strategies
326(22)
What vocabulary learning strategies are there?
326(3)
Planning vocabulary learning
329(1)
Sources: Finding information about words
330(1)
Processes: Establishing vocabulary knowledge
331(1)
Skill in use: Enriching knowledge
332(1)
How can we train learners in strategy choice and use?
332(2)
How well do learners use strategies?
334(8)
What are the effects of training learners in strategy use?
342(1)
Procedures that integrate strategies
343(2)
References
345(3)
8 Learning words from context
348(41)
Which is best: intentional or incidental learning?
348(2)
How are reading and vocabulary growth related to each other?
350(2)
What proportion of unknown words can be guessed from context?
352(3)
How much vocabulary is learned from context?
355(3)
What can be learned from context?
358(2)
What clues does a context provide and how effective are they?
360(4)
What are the causes of poor guessing?
364(2)
Do different learners approach guessing in the same way?
366(3)
How can learners be trained to guess from context?
369(1)
Does drawing attention to words help learning from context?
370(1)
Do glossing and dictionary use help vocabulary learning?
371(1)
What formats should, be used for testing or practising guessing?
372(3)
What are the steps in the guessing-from-context strategy?
375(5)
How should we plan the training of learners in the strategy of guessing from context?
380(1)
References
381(8)
9 Word parts
389(25)
Is it worthwhile learning word parts?
390(1)
Where do English words come from?
390(1)
How many words fit into a word family?
391(3)
What are the most useful prefixes and suffixes?
394(2)
Do language users see words as being made of parts?
396(4)
What are the most useful word stems?
400(2)
What knowledge is required for learners to use word parts?
402(2)
What word-building skills should the teacher monitor and test?
404(4)
What is the word part strategy for remembering new words?
408(3)
References
411(3)
10 Using dictionaries
414(23)
Do learners use dictionaries well?
415(1)
Do dictionaries help learners understand and produce text?
416(1)
Does dictionary look-up help with vocabulary learning?
417(2)
What skills are needed to use a dictionary?
419(4)
What dictionaries are the best?
423(4)
How can we evaluate dictionaries?
427(5)
Dictionary use and learning
432(1)
References
433(4)
11 Deliberate learning from word cards
437(42)
Is learning from word cards a useful activity?
438(7)
What is the most effective way of learning from word cards?
445(23)
Is flashcard software useful for vocabulary learning?
468(1)
How can we train learners in the use of word cards?
469(2)
References
471(8)
12 Finding and learning multiword units
479(35)
What are multiword units?
479(2)
Why are multiword units important?
481(4)
How can we identify and count multiword units?
485(10)
Where can we find lists of multiword units?
495(2)
What is the range of ways to teach and learn multiword units?
497(11)
References
508(6)
13 Testing vocabulary knowledge and use
514(55)
Purposes of tests
515(1)
How can we test to see where learners need help?
515(2)
How can we measure if learners have control of the important vocabulary learning strategies?
517(1)
How can we test vocabulary to place learners in classes at the right level?
518(3)
How can we test whether a small group of words in a course has been learned?
521(1)
How can we test whether the total vocabulary of the course has been learned?
521(1)
How can we measure native speakers' and non-native speakers' total vocabulary size?
522(13)
What kind of vocabulary test item is the best?
535(4)
Is it enough to ask learners if they know the word?
539(1)
Should choices be given?
540(4)
Should translations be used?
544(1)
Should words be tested in context?
545(3)
Should vocabulary be tested in a communicative context?
548(1)
How can depth of knowledge about a word be tested?
549(8)
How can we measure words that learners don't know well?
557(4)
How can we measure how well learners actually use words?
561(1)
References
562(7)
14 Designing the vocabulary component of a language course
569(29)
Goals
570(1)
Needs analysis
570(2)
Environment analysis
572(1)
Principles of vocabulary teaching
572(1)
Content and sequencing
573(4)
Format and presentation
577(1)
Monitoring and assessment
578(2)
Evaluation
580(3)
Autonomy and vocabulary learning
583(1)
The goals of vocabulary learning
584(1)
What should be learned and in what order?
584(4)
Learning procedures
588(5)
Checking learning
593(3)
References
596(2)
Appendices
598(7)
1 Headwords of the Academic Word List
598(5)
2 Vocabulary levels dictation test
603(1)
3 Function words
604(1)
References 605(1)
Subject index 606(7)
Author index 613

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