Edited by Stuart Webb
© 2016 – Routledge
About the Book
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.
Table of Contents
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.
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.
Introduction to volume 3
Part 10: The role of deliberate instruction in the classroom
- M. F. Graves, ‘The Roles of Instruction in Fostering VocabularyDevelopment’, 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.
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.