Overview

Reading ability and vocabulary knowledge are two of the most important components of performance in a second language, especially in academic settings. Each depend on the other, as vocabulary knowledge is the single most important factor in reading comprehension, while reading is the single most important means by which intermediate and advanced learners acquire new words. This symbiotic relationship is the subject of this volume. The authors argue that building vocabulary through reading is a fruitful but complex activity that needs better understanding and more careful guidance. This book is unique in its emphases on original research. Eight of the 14 chapters are empirical studies published for the first time, including classroom-based case studies, experimental research, and think-aloud protocol analysis. In every chapter, consideration is given to the pedagogical implications and possible applications of the research findings. Lengthy editorial comments at the end of each chapter reinforce this practical concern.

Full Product Details

Author:   Thomas Huckin ,  Margot Haynes ,  James Coady
Publisher:   Bloomsbury Publishing Plc
Imprint:   Praeger Publishers Inc
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.539kg
ISBN:  

9780893919061

ISBN 10:   0893919063
Pages:   316
Publication Date:   01 January 1993
Recommended Age:   From 7 to 17 years
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

POINTS OF DEPARTURE Research on ESL/EFL Vocabulary Acquisition: Putting It in Context Implications for L2 Vocabulary Acquisition and Instruction from L1 Vocabulary Research Patterns and Perils of Guessing in Second Language Reading EXPLORATIONS OF LEARNING FROM READING Chinese Students' Word-Solving Strategies in Reading in English False Friends and Reckless Guessers: Observing Cognate Recognition Strategies Too Many Words: Learning the Vocabulary of an Academic Subject American and Chinese Readers Learning from Lexical Familiarizations in English Text Strategies for Inferring Word Meaning in Context: A Cognitive Model EXAMINATION OF CONTEXT Predicting Word Meanings from Contextual Clues: Evidence from L1 Readers The Healthy Inadequacy of Contextual Definition RESEARCH WITH INNOVATIVE INSTRUCTIONAL APPROACHES High Frequency Vocabulary and Reading Proficiency in ESL Readers Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learners' Lexicon Factors Affecting the Acquisition of Vocabulary: Frequency and Saliency of Words POINTS OF DEPARTURE FOR FUTURE RESEARCH AND TEACHING Summary and Future Directions Index

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