Learning Vocabulary in another language

Learning burden
The receptive /productive distinction The scope of the receptive/productive distinction
Experimental comparisons of receptive and productive vocabulary
Aspects of knowing a word
Levelt's process model of language use
Spoken form
Written form
Word parts
Connecting form and meaning
Concept and referents
Associations
Grammatical functions
Collocations
Constraints on use
Item knowledge and system knowledge

What vocabulary knowledge is needed for listening?
Providing vocabulary support for listening
Learning vocabulary from listening to stories
Learning vocabulary through negotiation
The vocabulary of speaking
Developing fluency with spoken vocabulary
Using teacher input to increase vocabulary knowledge
Using labelled diagrams
Using cooperative tasks to focus on vocabulary
How can a teacher design activities to help incidental vocabulary learning? Designing the worksheets
An adapted activity

Vocabulary size and successful reading Learning vocabulary through reading Vocabulary and extensive reading Extensive reading by non-native speakers of texts written for young native speakers
Extensive reading with graded readers
Extensive reading of unsimplified texts Extensive reading and vocabulary growth
Intensive reading and direct teaching Preteaching
Vocabulary exercises with reading texts
Analysis of vocabulary exercises Readability
What are graded readers?
Designing and using a simplified reading scheme for vocabulary development
How to simplify
Alternatives to simplification
Glossing
Vocabulary and the quality of writing Measures of vocabulary size and growth in writing
Bringing vocabulary into productive use
Responding to vocabulary use in written work

Academic vocabulary
The importance of academic vocabulary
Making an academic vocabulary list Sequencing the introduction of academic vocabulary
The nature and role of academic vocabulary
Testing academic vocabulary
Learning academic vocabulary Technical vocabulary
Distinguishing technical vocabulary from other vocabulary
Making lists of technical vocabulary Learning technical vocabulary Vocabulary in discourse
Vocabulary and information content of the text
Vocabulary and the organisation of the text
Vocabulary and the relationship between the writer or speaker and reader or listener
Words in discourse

A taxonomy of vocabulary learning strategies
Planning vocabulary learning
Sources: finding information about words
Processes: establishing vocabulary knowledge
Training in vocabulary choice and use Learners' use of strategies
Procedures that integrate strategies Learning words from context Intentional and incidental learning What proportion of unknown words can be guessed from context?
How much vocabulary is learned from context?
What can be learned from context? What clues does a context provide and how effective are they?
What are the causes of poor guessing?
Do different learners approach guessing in the same way?
How can teachers help learners improve learning from context?
How can learners be trained to guess from context?
Learning from context and attention-drawing activities
Do glossing and dictionary use help vocabulary learning?
Formats for testing and practising guessing
Steps in the guessing-from-context strategy
Training learners in the strategy of guessing from context

Word parts
Is it worthwhile learning word parts? Studies of the sources of English vocabulary
Studies of the frequency of affixes
Do language users see words as being made of parts?
Word stems
The knowledge required to use word parts
Monitoring and testing word building skills
The word part strategy
Using dictionaries
Is it necessary or worth training learners to use dictionaries?
What skills are needed to use a dictionary?
What dictionaries are the best? Evaluating dictionaries
Dictionary use and learning
Learning from word cards
Criticisms of direct vocabulary learning Decontextualized learning and memory
Decontextualized learning and use
The contribution of decontextualized learning
The values of learning from word cards
The word card strategy
Training learners in the use of word cards

What kind of vocabulary test is the best?
Is it enough to ask learners if they know a word?
Should choices be given?
Should translations be used?
Should words be tested in context? How can depth of knowledge of a word be tested?
How can I measure words that learners don't know well?
How can I measure how well learners actually use words?
How can I measure total vocabulary size?
Choosing a test item type
Types of tests
How can we test to see where learners need help?
How can we test whether a small group of words in a course has been learned?
How can we test whether the total vocabulary of the course has been learned?
How can we measure how well learners have control of the important vocabulary learning strategies?

School of Linguistics and Applied Language Studies Te Kura Tātari Reo