Current perspectives in second language vocabulary research by David Hirsh

By David Hirsh

Reflecting progress in study curiosity in moment language vocabulary over the last 30 years, this edited quantity explores the present subject matters and attainable destiny instructions in moment language vocabulary learn. the gathering brings jointly evaluation papers and quantitative reports, and considers vocabulary within the contexts of training, studying and evaluate. Key subject matters explored within the quantity contain multidimensionality of vocabulary wisdom, the character of note learnability, the interface among receptive vocabulary wisdom and effective vocabulary use, the partial-to-precise continuum of vocabulary wisdom, stipulations favouring vocabulary studying and use, and using corpora to advance be aware lists to notify moment language educating. the topics awarded during this quantity mirror present pondering and study avenues on the interface among study enquiry and moment language instructing perform.

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Limited attention has been given to the nature of word knowledge, particularly the various dimensions of word properties that affect word learnability, in order to indicate ‘the ease or difficulty with which a particular word can be acquired’ (Bogaards/Laufer 2004: X). This chapter seeks to raise awareness of the features of a word’s ‘written form’ – orthography, morphology, and word length – that impact on L2 word learnability. 58 Chen-Chun Lin 2. Word learnability From a linguistic point of view, learning a new word involves learning its form (spoken and written), structure (the free root morpheme and the derivations of the word and its inflections), syntactic patterns of the word in a sentence, meaning, lexical relations of the word with other words, and common collocations (Laufer 1997).

Collocational aspect in pragmatic factors The validated version of Read’s WAT (1995, 1998) focuses on the collocations of adjective + noun, because the selected target words are all adjectives. However, it is possible to extend this format of multiple choices to other word classes. It is argued that this multiple choice format may not present the collocation as a whole (Revier 2009), because the collocates can be placed before or after the target word when WAT is extended to other word classes.

2009. Evaluating a new test of whole English collocations. In Barfield, Andy / Gyllstad, Henrik (eds) Researching Collocations in Another Language: Multiple Interpretations. UK: Palgrave Macmillan, 125-138. Richards, Jack C. 1976. The role of vocabulary teaching. TESOL Quarterly 10, 77-89. Ringbom, Håkan 1987. The Role of the First Language in Foreign Language Learning. Clevedon: Multilingual Matters. Schmitt, Norbert 1995. A fresh approach to vocabulary: Using a word knowledge framework. RELC Journal 26, 86-94.

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