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
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Vocabulary and reading 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 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 Chapter 5 Vocabulary and listening and speaking 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 ii
Teaching and explaining vocabulary Learning from teaching and learning activities Vocabulary in classrooms Repetition and learning Communicating meaning Spending time on words Rich instruction Arguments against rich instruction Providing rich instruction Spoken form Written form Word parts Strengthening the form-meaning connection Concept and reference Associations Grammar Collocation Constraints on use Vocabulary teaching procedures Computer assisted vocabulary learning Vocabulary content Presentation of material Monitoring progress Using concordances Research on CAVL Item knowledge and system knowledge Chapter 3 Knowing a word 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 i The goals of vocabulary learning How much vocabulary do learners need to know? How many words are there in the language? How many words do native speakers know? How much vocabulary do you need to use another language? High frequency words Specialised vocabulary Low frequency words Testing vocabulary knowledge Learning goals The four strands Main themes The audience for this book Chapter 1
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