Vocabulary

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 * Vocabulary **

Alphabetized Bibliography

General Surveys > 1.1 Books > 1.2 Collections of abstracts, bibliographies, articles on individuals > 1.3 Surveys of vocabulary learning, introductions to collections of articles > 1.4 Book reviews > 1.5 Articles not directly on vocabulary

What it Means to Know a Word > 2.1 Aspects of knowing a word > 2.2 Vocabulary difficulty, interference > 2.3 Models, working memory > 2.4 Active/passive > 2.5 Word form - spoken and written, spelling > 2.6 Grammar

Concepts > 3.1 L1 concept development > 3.2 Lexical storage and search > 3.3 Homonymy, polysemy, senses > 3.4 L2 concept learning and teaching, attrition

Associations > 4.1 Associations, metaphor

Collocations > 5.1 Analysis of collocation > 5.2 Teaching and learning collocations

Word Building, First Language Influence > 6.1 L1 acquisition of morphology > 6.2 Lists of word parts, sources of English vocabulary > 6.3 L2 acquisition of morphology > 6.4 Cognates and loan words, L1 borrowing and influence, etymology and learning > 6.5 Teaching word parts > 6.6 Lexical bar

Vocabulary Size > 7.1 Vocabulary size of very young L1 children > 7.2 Vocabulary size of L1 school children > 7.3 Vocabulary size of L1 adults > 7.4 Vocabulary size and growth of L2 learners > 7.5 Methodology of vocabulary size measurement

Word Lists and Frequency Counts > 8.1 Theory and critiques of word frequency lists, core vocabulary > 8.2 Word counts > 8.3 Grade school lists > 8.4 Corpus research

ESL Word Lists and Graded Readers Lists > 9.1 Discussion of ESL vocabulary counts and lists > 9.2 Simplification > 9.3 Studies of graded readers, reviews > 9.4 Learning from extensive reading > 9.5 Graded reader lists, EPER > 9.6 ESL lists > 9.7 Publishers’ catalogues of graded readers

Specialised Word Lists > 10.1 Learning and dealing with vocabulary in specialised texts > 10.2 Vocabulary in specialised texts > 10.3 Specialised vocabulary lists

Conditions for Learning > 11.1 Conditions > 11.2 Repetition and spacing > 11.3 Levels of processing > 11.4 Affective factors, gender, style

Vocabulary and Listening > 12.1 Learning through listening in L1 > 12.2 Learning through listening in L2

Vocabulary and Speaking > 13.1 Learning through speaking in L1 > 13.2 Learning through speaking in L2

Vocabulary and Reading > 14.1 How much vocabulary is needed for reading? > 14.2 Vocabulary knowledge helps reading, preteaching > 14.3 Readability > 14.4 Learning vocabulary through reading > 14.5 Extensive reading (check with 9.4)

Vocabulary and Writing > 15.1 Lexical diversity, assessing the vocabulary component of writing > 15.2 Errors > 15.3 Vocabulary knowledge helps writing

Vocabulary and Discourse > 16.1 Vocabulary and discourse

Vocabulary Strategies > 17.1 Vocabulary strategies

Words in Context > 18.1 Context clues > 18.2 Observational studies of guessing > 18.3 L1 learning from guessing > 18.4 L2 learning from guessing > 18.5 Learning to guess

Rote Learning > 19.1 Rote learning > 19.2 Learning with Sentence Contexts, Instantiation

Keyword > 20.1 Reviews > 20.2 1L learning with Keyword > 20.3 2L learning with keyword

Dictionaries > 21.1 Reviews of dictionaries > 21.2 Comparing and evaluating dictionaries > 21.3 Using dictionaries > 21.4 Glossing > 21.5 Definitions, defining vocabularies

Teaching > 22.1 Teaching vocabulary > 22.2 Techniques and procedures > 22.3 Computer Assisted Vocabulary Learning, concordances > 22.4 Building vocabulary for reading

Planning > 23.1 Planning the vocabulary component of a course

Testing > 24.1 Testing and test formats > 24.2 Comparing formats > 24.3 Testing depth of knowledge > 24.4 Particular tests, EVST, VLT etc