Vocabulary and the Four Skills: Pedagogy, Practice, and Implications for Teaching Vocabulary

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of contents
Figures
Tables
Contributors
Acknowledgements
Part I Introduction
1 Introduction: Vocabulary and the four skills – current issues and future concerns
Vocabulary and listening
Vocabulary and reading
Vocabulary and speaking
Vocabulary and writing
References
Part II Listening
2 Vocabulary and listening
Current research, tools, and practices
Type of listening activity
Learner variables
Types of support
Images – television/video viewing
Captions or subtitles
Teachers’ pre- or post-listening vocabulary explanations
Item-variables
Conclusion
References
3 Vocabulary learning through listening: Which words are easier or more difficult to learn and why?
Introduction
Literature review
The present study
Method
Sampling and baseline measurement
Intervention procedures
Listening passages and target lexical items
Three types of vocabulary explanations
Vocabulary post-test and delayed post-test
Data analysis
Findings
Discussion
Conclusions and pedagogical implications
References
4 Vocabulary and listening
Introduction
Listening and processing issues
Listening and vocabulary knowledge issues
The learning of vocabulary through listening
Investigating acquisition of the aural form of words
General aim and research questions
Before the listening intervention
After the listening intervention
The participants
Instruments and procedure
Results and discussion
Conclusions
References
5 Vocabulary and listening
Future research, tools, and practices
Introduction
Spoken word knowledge and storage
Spoken word processing
Tests and research methods for understanding the spoken word in the lexicon
Learning words for listening
Conclusions
References
Part III Reading
6 Vocabulary and reading
Current research, tools, and practices
Note
References
7 Building vocabulary knowledge from and for reading: Improving lexical quality
Introduction
Lexical quality
Contextual word learning
Contextual word learning from reading in English as a second or foreign language
Alternative approaches to contextual word learning
Optimizing contextual word learning for L2 readers
Conclusion
Note
References
8 Measuring reading and vocabulary with the Test for English Majors Band 4: A concurrent validity study
Introduction
Reading comprehension: the construct and its measurement
Vocabulary size and vocabulary depth: the constructs and their measurement
The current study
Methods
Results
Descriptive results
Correlations between the TEM-4, the vocabulary tests, and the YARC Secondary
The contribution of the VST and the VKS to reading comprehension as measured with the TEM-4 and the YARC Secondary
Summary and conclusion
Notes
References
9 Vocabulary and reading
Future research, tools, and practices
References
Part IV Speaking
10 Vocabulary and speaking
Current research, tools, and practices
Current research on vocabulary and speaking
Tools and practices for measuring speaking proficiency
Human rating
Objective measures
Conclusion
Further reading and useful information
References
11 Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency for a small group ...
Introduction
Fluency and vocabulary knowledge
The construct of productive vocabulary knowledge
The study
Aims and research questions
Methodology
Participants
Speaking tasks
Vocabulary skills tasks
Picture naming: measuring lexical retrieval speed
Delayed picture naming task: measuring speed of articulation
Vocabulary knowledge tasks
Results
Correlations between vocabulary knowledge and skills with fluency measures
Correlations between productive vocabulary knowledge and vocabulary use
Discussion
Limitations
Conclusion
Notes
References
12 Re-examining the relationship between productive vocabulary and second language oral ability
Introduction
Productive vocabulary measures
Measuring second language oral ability
Motivation for the current study
Method
Participants
Productive vocabulary task (Lex30)
Test administration and scoring
Highly vs. moderately frequency-based scoring
L2 oral ability measures
Speaking task
Subjective measures
Comprehensibility rating
Objective measures
Fluency analysis
Lexical analysis
Results
Productive vocabulary (Lex30) and L2 oral ability
Relationships between productive vocabulary and L2 speech measures
Discussion
Conclusion
Implications
Future directions
Limitations
Note
References
13 Vocabulary and speaking
Future research, tools, and practice
Potential research questions
References
Part V Writing
14 Vocabulary and writing
Current research, tools, and practices
Measures of lexical sophistication
Lexical sophistication: frequency profiles
P-Lex
N-grams
Intrinsic measures: lexical diversity and type token ratio
External and internal measures of lexical sophistication
Notes
References
15 Specialized vocabulary in writing: Looking outside ELT
Introduction
Using vocabulary in writing
The builders’ diaries
Specialized vocabulary in carpentry
The Carpentry Word List
Research questions
Methodology
The builders’ diaries
Participants, interview, and questionnaire data
Data analysis
Results and discussion
Use of Carpentry Word List vocabulary in the builders’ diaries
How could the builder’s diary concept be used in ELT courses?
Conclusions
Note
References
16 Lexical development paths in relation to academic writing
Introduction
Lexical development
Learning style: memory and analysis
The study
Research questions
Method
Participants
The written compositions
Data processing
Memory and analysis
Results
Lexical development beyond 2,000 over the period of one semester
Lexical development in relation to strengths and weaknesses in memory and analysis
Correlations between Time 1 and 2 lexical profiles in relation to memory and analysis
Discussion
Lexical development patterns T1 and T2 means
Lexical development patterns T1 and T2 correlations
Depth of processing and lexical development
Lexical development
Potential pedagogical implications
Conclusions
References
17 Vocabulary and writing
Future research, tools, and practices
Exploring vocabulary use in writing
Tools for research
Potential research questions
References
Part VI Conclusion
18 Conclusion: Vocabulary and the four skills – pedagogy and practice
Listening
Reading
Speaking
Vocabulary and writing
Final thoughts
References
Index