Vocabulary
Description
Although there is a long history of research on vocabulary, the vast majority of studies have appeared over the last 30 years. This new reference work will provide a comprehensive source of the most influential findings that will be both a useful starting point for developing knowledge of the field, as well as a valuable database that can be relied upon when researching vocabulary. Comprised of 4 volumes, the collection will cover 4 key areas. Volume 1 will focus on the core issues related to vocabulary knowledge. The focus of volume 2 is on incidental vocabulary learning. Volume 3 explores the deliberate instruction of vocabulary, and volume 4 looks at formulaic language.
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Content
Volume 1: The Foundations of Research on Vocabulary; Volume 2: Incidental Vocabulary Learning; Volume 3: Deliberate Vocabulary Learning; Volume 4: Formulaic Language
VOLUME II: Introduction: incidental vocabulary learning research PART 5 Incidental vocabulary learning through reading 18 Learning words from context 19 Learning L2 vocabulary through extensive reading: a measurement study PART 6 Incidental vocabulary learning through listening and watching television 20 Vocabulary acquisition from listening to stories 21 An effective method for building meaning vocabulary in primary grades 22 Captioned television as comprehensible input: effects of incidental word learning from context for language minority students PART 7 Factors that affect incidental vocabulary learning 23 Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity 24 The effects of repetition on vocabulary knowledge 25 Retention of inferred and given word meanings: experiments in incidental vocabulary learning 26 Incidental vocabulary acquisition in a second language: the construct of task-induced involvement PART 8 The influence of vocabulary on comprehension 27 Vocabulary and reading 28 What percentage of text-lexis is essential for comprehension? 29 The percentage of words known in a text and reading comprehension 30 How large a vocabulary is needed for reading and listening? PART 9 The potential to learn vocabulary through meaning-focused input 31 Classrooms as lexical environments 32 Vocabulary demands of television programs 33 Computing the vocabulary demands of L2 reading
