Overview

Reflecting growth in research interest in second language vocabulary over the past 30 years, this edited volume explores the current themes and possible future directions in second language vocabulary research. The collection brings together review papers and quantitative studies, and considers vocabulary in the contexts of teaching, learning and assessment. Key themes explored in the volume include multidimensionality of vocabulary knowledge, the nature of word learnability, the interface between receptive vocabulary knowledge and productive vocabulary use, the partial-to-precise continuum of vocabulary knowledge, conditions favouring vocabulary learning and use, and the use of corpora to develop word lists to inform second language teaching. The themes presented in this volume reflect current thinking and research avenues at the interface between research enquiry and second language teaching practice.

Full Product Details

Author:   David Hirsh
Publisher:   Peter Lang AG, Internationaler Verlag der Wissenschaften
Imprint:   Peter Lang AG, Internationaler Verlag der Wissenschaften
Edition:   New edition
Volume:   155
Dimensions:   Width: 15.00cm , Height: 0.50cm , Length: 22.50cm
Weight:   0.280kg
ISBN:  

9783034311083

ISBN 10:   3034311087
Pages:   194
Publication Date:   21 March 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Contents: David Hirsh: Introduction – David Hirsh: Vocabulary Research: Current Themes, New Directions – Hua Zhong: Multidimensional Vocabulary Knowledge: Development from Receptive to Productive Use – Chen-Chun Lin: The Nature of Word Learnability in L2 Contexts – Yu-Tse Lee/David Hirsh: Quality and Quantity of Exposure in L2 Vocabulary Learning – Chen-Chun Lin/David Hirsh: Manipulating Instructional Method: The Effect on Productive Vocabulary Use – Warren Matsuoka: Searching for the Right Words: Creating Word Lists to inform EFL Learning.

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Author Information

David Hirsh is senior lecturer in TESOL (Teaching English to speakers of other languages) at the University of Sydney. His research focuses on vocabulary development, academic adjustment, and indigenous language revitalization. He has published in Reading in a Foreign Language and Revue Française de Linguistique Appliquée, and in the volumes Teaching Academic Writing: An introduction for teachers of second language writers (2009) and Continuum Companion to Research Methods in Applied Linguistics (2010). He is co-editor of University of Sydney Papers in TESOL.

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