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Exploring Vocabulary: Language in Action [Mīkstie vāki]

4.50/5 (12 ratings by Goodreads)
(Brigham Young University, USA)
  • Formāts: Paperback / softback, 212 pages, height x width: 234x156 mm, weight: 340 g, 41 Tables, black and white
  • Sērija : Routledge Introductions to Applied Linguistics
  • Izdošanas datums: 08-Jul-2013
  • Izdevniecība: Routledge
  • ISBN-10: 0415585457
  • ISBN-13: 9780415585453
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  • Cena: 63,81 €
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Exploring Vocabulary: Language in ActionPalielināt
  • Formāts: Paperback / softback, 212 pages, height x width: 234x156 mm, weight: 340 g, 41 Tables, black and white
  • Sērija : Routledge Introductions to Applied Linguistics
  • Izdošanas datums: 08-Jul-2013
  • Izdevniecība: Routledge
  • ISBN-10: 0415585457
  • ISBN-13: 9780415585453
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415585453.html
Keywords:

Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study.

The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these 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 Vocabulary is designed to raise teachers’ and students’ awareness of the interplay between the linguistic, psychological, and instructional aspects of vocabulary acquisition. It focuses on meeting the specific vocabulary needs of English language learners in whatever instructional contexts they may be in, with a special emphasis on addressing the high-stakes needs of learners in academic settings and the workplace.

Dee Gardner also introduces a new Common Core Vocabulary, constructed from two of the most well-known and contemporary corpora of English—the British National Corpus and the Corpus of Contemporary American English.

Exploring Vocabulary is an essential book for undergraduate and postgraduate students studying vocabulary within Applied Linguistics, TESOL, or Teacher Education, as well as any teacher working with English language learners.

Recenzijas

The practice-to-theory approach, as presented here, should be greatly appreciated by both experienced vocabulary teachers and teachers in training. Practitioners will find this very readable text to contain not only insightfully selected topics and suggestions, but very accessible theoretical explanations. - Cheryl Zimmerman, California State University, Fullerton, USA

Taking a multiple-perspective approach, Gardner shows the linguistic, psychological and pedagogical complexity of learning and retaining many thousands of words. This book offers obligatory, challenging, but at the same time highly accessible and practical information for L2 teachers and curriculum designers (and for teacher-researchers!), native and nonnative speakers of English. I wish I had had this book at my disposal when I began my career as L2 instructor and researcher of L2 acquisition. - Jan Hulstijn, University of Amsterdam, The Netherlands

'Tasks provide practical experience and analysis of the concepts introduced in the book. Through the examples, corpus-based data, and software, Tasks help with processing and understanding vocabulary issues more deeply.' - Ishaaq Akbarian, University of Qom, Iran

'By implementing frequency lists that include a range of registers (academic, childrens books, etc.) and span a considerable length of time (e.g. the Dolch list was compiled in 1936), the author brings into focus the need for updating frequency data while, simultaneously, highlighting the stability of certain words through time. From a pedagogical perspective, the potential implementations of frequency list data such as that of the CCL are limitless, and the ample online resources included in various parts of this book greatly contribute to this end (e.g. Quizlet, Compleat Lexical Tutor).' - Filio Chasioti, Aristotle University of Thessaloniki, The LINGUIST List

List of illustrations
viii
Series editors' preface x
Acknowledgements xii
1 Introduction
1(7)
Setting the stage
1(1)
My basic philosophy about vocabulary
2(1)
Guiding questions
3(1)
The Three Realities of Vocabulary
4(3)
The Vocabulary Project (choosing an instructional setting)
7(1)
Identifying an instructional setting and texts
7(1)
2 The vocabulary of vocabulary
8(27)
Problem
8(1)
Intervention and theory
9(1)
Vocabulary terminology
9(1)
Terms to discuss the form-based concepts of vocabulary
9(3)
Terms to discuss vocabulary levels of form-based word families
12(2)
Terms to discuss spelling, pronunciation, and word-meaning issues
14(7)
Terms to describe relationships between words and their neighbors
21(2)
Multiword items
23(8)
Concordancing
31(3)
Summary
34(1)
Vocabulary Project (text scanning)
34(1)
3 Core vocabulary
35(28)
Problem
35(1)
Intervention and theory
35(1)
Challenges in determining a core vocabulary of English
35(13)
Challenge 1 (multiple word meanings)
36(6)
Challenge 2 (multiword issues)
42(1)
Challenge 3 (spoken vs. written)
43(1)
Challenge 4 (core size is arbitrary)
44(1)
Challenge 5 (core lists become dated)
45(3)
The stable and unstable cores of the English lexicon
48(1)
The stable core
48(4)
The unstable core
52(1)
Common Core List of English vocabulary
53(5)
Appendix D Sublist A (function words)
54(1)
Appendix D Sublist A (content words)
54(1)
Appendix D Sublists B and C (content words)
55(3)
New words appearing in Sublist A (all 64 words)
58(1)
Examples of the 177 new words appearing in Sublist B
58(1)
Examples of the 395 new words appearing in Sublist C
59(1)
Chapter summary
60(1)
A new Academic Vocabulary List
61(1)
Vocabulary Project (downloading analysis tools)
61(2)
4 Register-specific vocabulary
63(21)
Problem
63(1)
Intervention and theory
63(1)
Register-specific vocabulary
63(5)
Understanding registers
68(3)
Case study of register-specific vocabulary
71(10)
Why do I care so much about register? Why should you care?
81(1)
Vocabulary Project (creating a vocabulary inventory)
82(2)
5 The tasks of vocabulary learning
84(24)
Problem
84(1)
Intervention and theory
84(1)
Relationships between known and unknown vocabulary
84(4)
The relationship between spoken and written vocabulary knowledge
88(1)
Academic reading and vocabulary knowledge
89(1)
The BICS and CALP distinction
89(5)
The fourth-grade slump and its correlates
94(1)
A word on self-selected reading materials
95(1)
Types of contexts for potential word learning
96(4)
Vocabulary knowledge in "learning to read" and "reading to learn"
100(5)
Breadth and depth of vocabulary knowledge
105(1)
So what is a teacher to do? "To teach, or not to teach: that is the question"
106(1)
Vocabulary Project (learning about vocabulary tools)
107(1)
6 Building vocabulary knowledge
108(40)
Problem
108(1)
Intervention and theory
108(1)
The "big picture" with vocabulary teaching
108(1)
Designing a vocabulary-centered curriculum
109(1)
Identifying important vocabulary
110(1)
Theme-based instruction
111(4)
Integrated skills
115(1)
Leveled reading materials
116(1)
Section conclusion
117(1)
Direct vocabulary instruction
118(2)
Conceptualization
120(1)
Form and meaning practice
121(1)
Flashcards
121(2)
Concordancing programs
123(1)
Context-based word-learning strategies
124(3)
Dictionary definition training
127(4)
Morphological awareness raising
131(7)
Collocation training
138(8)
Final thoughts
146(1)
Vocabulary Project (creating personalized vocabulary tools)
147(1)
7 Conclusions
148(13)
Task Commentaries
149(12)
Appendices
161(27)
Appendix A Dolch-Fry Sight Words
161(2)
Appendix B Phrasal verb frequency counts
163(1)
Appendix C New word lemmas impacting American English
164(1)
Appendix D Common Core List
165(10)
Appendix E Online resources for learning high-frequency vocabulary
175(5)
Appendix F Sample compound words
180(5)
Appendix G Frequent hyphenated words
185(2)
Appendix H Screenshot from COCA (collocate queries)
187(1)
Glossary 188(7)
Annotated further reading (books) 195(2)
References 197(9)
Index 206
Dee Gardner is an Associate Professor of Applied Linguistics and TESOL at Brigham Young University. He is the co-author of A Frequency Dictionary of Contemporary American English (Routledge, 2010).