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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.show more

Product details

  • Hardback | 1560 pages
  • 156 x 234 x 104.14mm | 2,958g
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • 334 black & white tables
  • 1138838608
  • 9781138838604

Table of contents

Volume 1 Contents Acknowledgements Introduction to volume 1 Part 1: What does it mean to learn a word? * R. C. Anderson and P. Freebody, 'Vocabulary Knowledge', in J.T. Guthrie (ed.), Comprehension and Teaching: Research Reviews (Newark, De: International Reading Association, 1981), pp. 77-117. * J. C. Richards, 'The Role of Vocabulary Teaching', TESOL Quarterly, 10, 1976, 77-89. * G. A. Miller, 'On Knowing a Word', Annual Review of Psychology, 50, 1999, 1-19. * J. Read, 'Plumbing the Depths: How Should the Construct of Vocabulary Knowledge be Defined?', in P. Bogaards and B. Laufer (eds), Vocabulary in a Second Language: Selection, Acquisition and Testing (Amsterdam: John Benjamins, 2004), pp. 209-227. Part 2: Vocabulary size and growth * A. Biemiller and N. Slonin, 'Estimating Root Word Vocabulary Growth in Normative and Advantaged Populations: Evidence for a Common Sequence of Vocabulary Acquisition', Journal of Educational Psychology, 93, 3, 2001, 498-520. * R. Goulden, P. Nation and J. Read, 'How Large Can a Receptive Vocabulary Be?', Applied Linguistics, 11, 1990, 341-363. * S. A. Webb and A. C.-S. Chang, 'Second Language Vocabulary Growth', RELC Journal, 43, 1, 2012, 113-126. Part 3: Factors affecting vocabulary learning * N. C. Ellis, 'Vocabulary Acquisition: Word Structure, Collocation, Word-class, and Meaning', in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 122-139. * B. Laufer, 'What's in a Word that Makes it Hard or Easy? Intralexical Factors Affecting the Difficulty of Vocabulary Acquisition', in N. Schmitt and M. McCarthy (eds.), Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 140-155. * M. Higa, 'Interference Effects of Intralist Word Relationships in Verbal Learning', Journal of Verbal Learning and Verbal Behavior, 2, 1963, 170-175. * I. S. P. Nation, 'Learning Vocabulary in Lexical Sets: Dangers and Guidelines', TESOL Journal, 9, 2, 2000, 6-10. * F. N. Dempster, 'Effects of Variable Encoding and Spaced Presentation on Vocabulary Learning', Journal of Educational Psychology, 79, 2, 1987, 162-170. * D. Pulido, 'Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition through Reading', Language Learning, 53, 2, 2003, 233-284. Part 4: Measuring vocabulary knowledge * N. Schmitt, D. Schmitt and C. Clapham, 'Developing and Exploring the Behaviour of Two New Versions of the Vocabulary Levels Test. Language Testing, 18, 1, 2001, 55-88. * P. Meara and B. Buxton, 'An Alternative to Multiple Choice Vocabulary Tests', Language Testing, 4, 2, 1987, 142-151. * M. Wesche and T. S. Paribakht, 'Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth', Canadian Modern Language Review, 53, 1, 1996, 13-40. * J. Read, 'Validating a Test to Measure Depth of Vocabulary Knowledge', in A. J. Kunnan (ed.), Validation in Language Assessment (Mahwah, N.J.: Lawrence Erlbaum, 1998), pp. 41-60. Volume 2 Contents Acknowledgements Introduction to volume 2 Part 5: Incidental vocabulary learning through reading * W. E. Nagy, P. Herman and R. C. Anderson, 'Learning Words from Context', Reading Research Quarterly, 20, 2, 1985, 233-253. * M. Horst, 'Learning L2 Vocabulary through Extensive Reading: A Measurement Study', Canadian Modern Language Review, 61, 3, 2005, 355-382. Part 6: Incidental vocabulary learning through listening and watching television * W. B. Elley, 'Vocabulary Acquisition from Listening to Stories', Reading Research Quarterly, 24, 2, 1989, 174-187. * A. Biemiller and C. Boote, 'An Effective Method for Building Meaning Vocabulary in Primary Grades', Journal of Educational Psychology, 98, 1, 2006, 44-62. * S. B. Neuman and P. Koskinen, 'Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students', Reading Research Quarterly, 27, 1, 1992, 94-106. Part 7: Factors that affect incidental vocabulary learning * J. H. Hulstijn, 'Intentional and Incidental Second Language Vocabulary Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity', in P. Robinson (ed.), Cognition and Second Language Instruction (Cambridge: Cambridge University Press, 2001), pp. 258-286. * S. Webb, 'The Effects of Repetition on Vocabulary Knowledge', Applied Linguistics, 28, 1, 2007, 46-65. * J. H. Hulstijn, 'Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning', in P. J. L. Arnaud and H. Benoit, (eds), Vocabulary and Applied Linguistics (London: Macmillan, 1992), pp. 113-125. * B. Laufer and J. Hulstijn, 'Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-induced Involvement', Applied Linguistics, 22, 1, 2001, 1-26. Part 8: The influence of vocabulary on comprehension * P. Nation and J. Coady, 'Vocabulary and Reading', in R. Carter and M. McCarthy (eds.), Vocabulary and Lang uage Teaching (London: Longman, 1988), pp. 97-110. * B. Laufer, 'What Percentage of Text Lexis is Essential for Comprehension?', in C. Lauren and M. Nordman (eds), Special Language: From Humans Thinking to Thinking Machines (Clevedon: Multilingual Matters, 1989), pp. 316-323. * N. Schmitt, X. Jiang and W. Grabe, 'The Percentage of Words Known in a Text and Reading Comprehension', Modern Language Journal, 95, 2011, 26-43. * I. S. P. Nation, 'How Large a Vocabulary is Needed for Reading and Listening?', Canadian Modern Language Review, 63, 1, 2006, 59-82. Part 9: The potential to learn vocabulary through meaning focused input * P. Meara, P. M. Lightbown and R. Halter, 'Classrooms as Lexical Environments', Language Teaching Research, 1, 1, 1997, 28-47. * S. Webb and M. P. H. Rodgers, 'The Vocabulary Demands of Television Programs', Language Learning, 59, 2, 2009, 335-366. * T. Cobb, 'Computing the Vocabulary Demands of L2 Reading', Language Learning and Technology, 11, 3, 2007, 38-63. Volume 3 Contents Acknowledgements Introduction to volume 3 Part 10: The role of deliberate instruction in the classroom * M. F. Graves, 'The Roles of Instruction in Fostering Vocabulary Development', in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition (Hillsdale, NJ: Erlbaum, 1987), pp. 165-184. * N. Schmitt, 'Current Perspectives on Vocabulary Teaching and Learning', in J. Cummins and C. Davison (eds), International Handbook of English Language Teaching (New York: Springer, 2007), pp. 827-841. * P. Nation, 'The Four Strands', Innovation in Language Learning and Teaching, 1, 1, 2007, 1-12. * N. Schmitt, 'Review Article: Instructed Second Language Vocabulary Learning', Language Teaching Research, 12, 3, 2008, 329-363. Part 11: Which words deserve to be deliberately taught in the classroom? * V. Brezina and D. Gablasova, 'Is There a Core General Vocabulary? Introducing the New General Service List', Applied Linguistics, 36, 1, 2015, 1-22. * A. Coxhead, 'A New Academic Word List', TESOL Quarterly, 34, 2, 2000, 213-238. Part 12: Vocabulary learning strategies * N. Schmitt, 'Vocabulary Learning Strategies', in N. Schmitt and M. McCarthy (eds), Vocabulary: Description, Acquisition, and Pedagogy (Cambridge: Cambridge University Press, 1997), pp. 199-227. * Y. Gu and R. K. Johnson, 'Vocabulary Learning Strategies and Language Learning Outcomes', Language Learning, 46, 4, 1996, 643-679. * A. Mizumoto and O. Takeuchi, 'Examining the Effectiveness of Explicit Instruction of Vocabulary Learning Strategies with Japanese EFL University Students', Language Teaching Research, 13, 4, 2009, 425-449. Part 13: How effective are different methods of deliberate vocabulary instruction? * S. Webb, 'Learning Vocabulary in Activities', in H. Puji Widodo and A. Cirocki (eds), Innovation and Creativity in ELT Methodology (New York: Nova, 2013), pp. 121-133. * B. Laufer, 'Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence', Canadian Modern Language Review, 59, 4, 2003, 565-585. * I. S. P. Nation, 'Beginning to Learn Foreign Vocabulary: A Review of the Research', RELC Journal, 13, 1, 1982, 14-36. * I. L. Beck, M. G. McKeown and R. C. Omanson, 'The Effects and Uses of Diverse Vocabulary Instructional Techniques', in M. G. McKeown and M. E. Curtis (eds), The Nature of Vocabulary Acquisition (Hillsdale, NJ: Erlbaum, 1987), pp. 147-163. * S. Webb, 'Receptive and Productive Vocabulary Learning: The Effects of Reading and Writing on Word Knowledge', Studies in Second Language Acquisition, 27, 1, 2005, 33-52. * K. S. Folse, 'The Effect of Type of Written Exercise on L2 Vocabulary Retention', TESOL Quarterly, 40, 2, 2006, 273-293. Volume 4 Contents Acknowledgements Introduction to volume 1 Part 14: What are multi-word items and to what extent do they occur? * A. Pawley and F. H. Syder, 'Two Puzzles for Linguistic Theory: Nativelike Selection and Nativelike Fluency', in J. C. Richards and R. W. Schmidt (eds), Language and Communication (London: Longman, 1983), pp. 191-226. * A. Wray and M. R. Perkins, 'The Functions of Formulaic Language: An Integrated Model', Language & Communication, 20, 1, 2000, 1-28. * A. P. Cowie, 'The Treatment of Collocations and Idioms in Learners' Dictionaries', Applied Linguistics, 2, 3, 1981, 223-235. * D. Liu, 'Going Beyond Patterns: Involving Cognitive Analysis in the Learning of Collocations', TESOL Quarterly, 44, 1, 2010, 4-30. Part 15: Which multi-word items deserve to be deliberately learned? * R. Martinez and N. Schmitt, 'A Phrasal Expressions List', Applied Linguistics, 33, 3, 2012, 299-320. * R. Simpson-Vlach and N. C. Ellis, 'An Academic Formulas List: New Methods in Phraseology Research', Applied Linguistics, 31, 4, 2010, 487-512. * D. Biber, S. Conrad and V. Cortes, 'If you look at ...: Lexical Bundles in University Teaching and Textbooks', Applied Linguistics, 25, 3, 2004, 371-405. Part 16: Measuring multi-word items * J. Read and P. Nation, 'Measurement of Formulaic Sequences', in N. Schmitt (ed.), Formulaic Sequences (Amsterdam: John Benjamins, 2004), pp. 23-35. * H. Gyllstad, 'Designing and Evaluating Tests of Receptive Collocation Knowledge: COLLEX and COLLMATCH', in A. Barfield and H. Gyllstad (eds), Researching Collocations in Another Language - Multiple Interpretations (Basingstoke: Palgrave Macmillan, 2009), pp. 153-170. Part 17: To what extent are multi-word items known? * J. Bahns and M. Eldaw, 'Should We Teach EFL Students Collocations?', System, 21, 1, 1993, 101-114. * J. Li and N. Schmitt, 'The Development of Collocation Use in Academic Texts by Advanced L2 Learners: A Multiple Case Study Approach', in D. Wood (ed.), Perspectives on Formulaic Language: Acquisition and Communication (New York: Continuum, 2010), pp. 23-46. Part 18: How easily are multi-word items learned? * N. Nesselhauf, 'The Use of Collocations by Advanced Learners of English and Some Implications for Teaching', Applied Linguistics, 24, 2, 2003, 223-242. * F. Boers, M. Demecheleer, A. Coxhead and S. Webb, 'Gauging the Effects of Exercises on Verb-noun Collocations', Language Teaching Research, 18, 1, 2014, 50-70. * K. Kasahara, 'The Effect of Known-and-unknown Word Combinations on Intentional Vocabulary Learning', System, 39, 2011, 491-499. * F. Boers and S. Lindstromberg, 'Experimental and Intervention Studies on Formulaic Sequences in a Second Language', Annual Review of Applied Linguistics, 32, 2012, 83-110. * S. Webb, J. Newton and A. Chang, 'Incidental Learning of Collocation', Language Learning, 63, 1, 2013, 91-120. * F. Boers, J. Eyckmans and H. Stengers, 'Presenting Figurative Idioms with a Touch of Etymology: More than Mere Mnemonics?', Language Teaching Research, 11, 1, 2007, 43-62. Indexshow more