Second language vocabulary acquisition : a rationale for pedagogy / James Coady and Thomas Huckin.

By: Coady, James [author]
Contributor(s): Huckin, Thomas N [author]
Language: English Publisher: Cambridge: Cambridge University Press, c2012Description: 1 online resource (x, 299 pages) : illustrationsContent type: text Media type: computer Carrier type: online resourceISBN: 9781139524643Subject(s): Vocabulary -- Study and teaching | Language and languages -- Study and teaching | Second language acquisitionGenre/Form: Electronic books.DDC classification: 418.007 Online resources: Full text available at Cambridge Online Library Click here to view
Contents:
I SETTING THE STAGE 1 Historical Trends in Second Language Vocabulary Instruction by Dr. Cheryl Boyd Zimmerman 2 The Lexical Plight in L2 Reading by Dr. Batia Laufer 3 The Role of Orthography in Word Perception and Acquisition by Dr. Keiko Koda II CASE STUDIES 4 Vocabulary and Comprehension by Dr. Kate Parry 5 Oral Production of Vocabulary by Dr. Roann Altman 6 Reading and Vocabulary Development in a Second Language by Dr. William Grabe & Fredricka L. Stoller III EMPIRICAL RESEARCH 7 Tracking the Acquisition of L2 Vocabulary by Dr. Lynne Yang 8 Rare words, Complex Lexical Units, and the Advanced Learner by Dr. Pierre Arnaud 9 Vocabulary Enhancement Activities and Reading for Meaning in Second Language Vocabulary Acquisition by Dr. T. Sima Paribakht & Dr. Marjorie Wesche IV PEDAGOGY 10 Mnemonic methods in foreign-language vocabulary learning by Dr. Jan Hulstijn 11 Teaching Vocabulary in L2 through Extensive Reading by Dr. James Coady 12 Teaching Vocabulary by Paul Nation and Jonathan Newton 13 Pedagogical implications of the Lexical Approach by Michael Lewis V SUMMING UP 14 L2 Vocabulary Acquisition: A Rationale for Pedagogy by James Coady
Summary: Counter Among ordinary language learners, the acquisition of vocabulary has long been felt to be a crucial component of learning a foreign language. This book has the goal of comparing the effectiveness of the direct learning of vocabulary (through memorisation) and the indirect learning of vocabulary (through context); it encourages an appropriate balance between direct and indirect teaching of vocabulary in second language classrooms. The authors of these original articles present theoretical background, empirical research, and case studies focusing on a variety of modes of vocabulary acquisition. There is also an exploration of relevant pedagogical issues, including a description of practical strategies and techniques for teaching vocabulary.
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COLLEGE LIBRARY
LIC Gateway 		418.007 C63 2012 (Browse shelf) Available CL-46135
Total holds: 0

I SETTING THE STAGE
1 Historical Trends in Second Language Vocabulary Instruction by Dr. Cheryl Boyd Zimmerman
2 The Lexical Plight in L2 Reading by Dr. Batia Laufer
3 The Role of Orthography in Word Perception and Acquisition by Dr. Keiko Koda
II CASE STUDIES
4 Vocabulary and Comprehension by Dr. Kate Parry
5 Oral Production of Vocabulary by Dr. Roann Altman
6 Reading and Vocabulary Development in a Second Language by Dr. William Grabe &
Fredricka L. Stoller
III EMPIRICAL RESEARCH
7 Tracking the Acquisition of L2 Vocabulary by Dr. Lynne Yang
8 Rare words, Complex Lexical Units, and the Advanced Learner by Dr. Pierre Arnaud
9 Vocabulary Enhancement Activities and Reading for Meaning in Second Language Vocabulary Acquisition by Dr. T. Sima Paribakht &
Dr. Marjorie Wesche
IV PEDAGOGY
10 Mnemonic methods in foreign-language vocabulary learning by Dr. Jan Hulstijn
11 Teaching Vocabulary in L2 through Extensive Reading by Dr. James Coady
12 Teaching Vocabulary by Paul Nation and Jonathan Newton
13 Pedagogical implications of the Lexical Approach by Michael Lewis
V SUMMING UP
14 L2 Vocabulary Acquisition: A Rationale for Pedagogy by James Coady

Counter Among ordinary language learners, the acquisition of vocabulary has long been felt to be a crucial component of learning a foreign language. This book has the goal of comparing the effectiveness of the direct learning of vocabulary (through memorisation) and the indirect learning of vocabulary (through context); it encourages an appropriate balance between direct and indirect teaching of vocabulary in second language classrooms. The authors of these original articles present theoretical background, empirical research, and case studies focusing on a variety of modes of vocabulary acquisition. There is also an exploration of relevant pedagogical issues, including a description of practical strategies and techniques for teaching vocabulary.

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