Exploring Vocabulary Language in Action

ISBN-10: 0415585457
ISBN-13: 9780415585453
Edition: 2013
Authors: Dee Gardner
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Description: Routledge Introductions to Applied Linguisticsconsists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The  More...

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Book details

Copyright year: 2013
Publisher: Taylor & Francis Group
Publication date: 7/26/2013
Binding: Paperback
Pages: 212
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 0.748
Language: English

Routledge Introductions to Applied Linguisticsconsists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative "practice to theory" approach, with a ‘back to front’ structure which takes the reader from real life problems and issues in the field, then enters into a discussion of intervention and how to engage with these concerns. The final section concludes by tying the practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section.Vocabulary is the foundation of language and language learning and as such knowledge of how to facilitate learners’ vocabulary growth is an indispensable teaching skill and curricular component. Exploring Vocabularybegins with discussions of vocabulary issues familiar to language educators, continues with discussions of possible intervention and engagement with these problems, and concludes by tying these more practical issues to research findings and theoretical foundations. The book aims to equip language teachers and professionals with a framework for dealing with the vocabulary needs of English language learners in a variety of contexts, for a range of learners.

List of illustrations
Series editors' preface
Acknowledgements
Introduction
Setting the stage
My basic philosophy about vocabulary
Guiding questions
The Three Realities of Vocabulary
The Vocabulary Project (choosing an instructional setting)
Identifying an instructional setting and texts
The vocabulary of vocabulary
Problem
Intervention and theory
Vocabulary terminology
Terms to discuss the form-based concepts of vocabulary
Terms to discuss vocabulary levels of form-based word families
Terms to discuss spelling, pronunciation, and word-meaning issues
Terms to describe relationships between words and their neighbors
Multiword items
Concordancing
Summary
Vocabulary Project (text scanning)
Core vocabulary
Problem
Intervention and theory
Challenges in determining a core vocabulary of English
Challenge 1 (multiple word meanings)
Challenge 2 (multiword issues)
Challenge 3 (spoken vs. written)
Challenge 4 (core size is arbitrary)
Challenge 5 (core lists become dated)
The stable and unstable cores of the English lexicon
The stable core
The unstable core
Common Core List of English vocabulary
Appendix D, Sublist A (function words)
Appendix D, Sublist A (content words)
Appendix D, Sublists B and C (content words)
New words appearing in Sublist A (all 64 words)
Examples of the 177 new words appearing in Sublist B
Examples of the 395 new words appearing in Sublist C
Chapter summary
A new Academic Vocabulary List
Vocabulary Project (downloading analysis tools)
Register-specific vocabulary
Problem
Intervention and theory
Register-specific vocabulary
Understanding registers
Case study of register-specific vocabulary
Why do I care so much about register? Why should you care?
Vocabulary Project (creating a vocabulary inventory)
The tasks of vocabulary learning
Problem
Intervention and theory
Relationships between known and unknown vocabulary
The relationship between spoken and written vocabulary knowledge
Academic reading and vocabulary knowledge
The BICS and CALP distinction
The fourth-grade slump and its correlates
A word on self-selected reading materials
Types of contexts for potential word learning
Vocabulary knowledge in "learning to read" and "reading to learn"
Breadth and depth of vocabulary knowledge
So what is a teacher to do? "To teach, or not to teach: that is the question"
Vocabulary Project (learning about vocabulary tools)
Building vocabulary knowledge
Problem
Intervention and theory
The "big picture" with vocabulary teaching
Designing a vocabulary-centered curriculum
Identifying important vocabulary
Theme-based instruction
Integrated skills
Leveled reading materials
Section conclusion
Direct vocabulary instruction
Conceptualization
Form and meaning practice
Flashcards
Concordancing programs
Context-based word-learning strategies
Dictionary definition training
Morphological awareness raising
Collocation training
Final thoughts
Vocabulary Project (creating personalized vocabulary tools)
Conclusions
Task Commentaries
Appendices
Dolch-Fry Sight Words
Phrasal verb frequency counts
New word lemmas impacting American English
Common Core List
Online resources for learning high-frequency vocabulary
Sample compound words
Frequent hyphenated words
Screenshot from COCA (collocate queries)
Glossary
Annotated further reading (books)
References
Index

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