Teaching Vocabulary, Revised
Description
Vocabulary is central to English language teaching.
Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This easy-to-follow book presents important issues from recent vocabulary research and theory so that teachers may approach teaching vocabulary in a principled, thoughtful way.
Topics covered are understanding vocabulary, importance of vocabulary, relevant research findings, students’ vocabulary levels, and teaching vocabulary effectively. This revised volume contains two new chapters — Technology and Online Resources for Vocabulary Learning and Teaching and Using Word Lists in Vocabulary Teaching. New references and updated research, as well as new web links, activities, charts, and a detailed lesson plan for teachers to consider, are also included. The book is practical for English language teachers in any context and provides helpful reflections.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
More details
Other editions
Additional editions
Person
Michael Lessard-Clouston, PhD, is a Professor of TESOL at Biola University in La Mirada, California. He has taught in Canada, China, Indonesia, and Japan, and is author of Second Language Acquisition Applied to English Language Teaching (TESOL, 2018) and articles in The CATESOL Journal and TESL Reporter.
Thomas S.C. Farrell, PhD, is a professor at Brock University in St. Catharines, Ontario, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.