CHAPTER ONE VOCABULARY LEVELS AND KNOWING A WORD Introduction The five levels of vocabulary Vocabulary as a barrier to understanding Knowing and learning a word *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER TWO HOW VOCABULARY IS LEARNED Introduction Quantity and quality of learning Quantity of meetings (repetition) How can we increase repetition in a course? Quality of meetings How can we increase the quality of meetings? Repetition and quality of processing Vocabulary learning and the four strands *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER THREE PLANNING FOR VOCABULARY IN LANGUAGE PROGRAMMES What vocabulary should a teacher focus on? The four strands Planning for high frequency words Planning for mid- and low frequency words Planning a vocabulary programme and putting it into action *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER FOUR VOCABULARY AND THE RECEPTIVE SKILLS OF LISTENING AND READING Vocabulary and listening Vocabulary and reading Learning vocabulary through listening and reading Running an extensive reading programme Useful deliberate learning Fluency development *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER FIVE VOCABULARY AND THE PRODUCTIVE SKILLS OF SPEAKING AND WRITING Vocabulary and speaking and writing Learning vocabulary through speaking and writing Coping with difficult speaking and writing tasks Useful deliberate learning Fluency development Developing the writing skill
*Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER SIX LEARNER STRATEGIES IN VOCABULARY LEARNING Introduction Learner strategies and vocabulary development The vocabulary learning task Strategies for different stages of vocabulary learning Learner self-management in vocabulary learning Developing learner autonomy *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER SEVEN MEASURING VOCABULARY KNOWLEDGE Vocabulary size Measuring vocabulary size Measuring special purposes vocabulary Measuring vocabulary in use in writing Small scale tests of vocabulary The validity of test items *Summary *What should a teacher do after reading this chapter? *References *Further reading CHAPTER EIGHT INVESTIGATING VOCABULARY Introduction What is a word? Understanding the statistical nature of vocabulary Analysing texts to see their vocabulary difficulty Gathering information on individual words *Summary *what should a teacher do after reading this chapter? *References *Further reading CHAPTER NINE COMMON QUESTIONS ABOUT VOCABULARY Introduction 1 Should translation be used to teach and learn vocabulary? 2 Should words be learned in context? 3 What should a teacher do about collocations? 4 Do the relationships between words in a content-based unit of work help learning? 5 How big a vocabulary do you need? 6 How should words be taught? 7 Is an English through the curriculum course a good environment for learning vocabulary? 8 Should teachers give learners lists of words to learn? 9 Should learners use monolingual or bilingual dictionaries? 10 What are the most effective improvements that a teacher could make to a course in English as a foreign language? Appendices APPENDIX 1: A GUIDE TO THE VOCABULARY LEVELS TESTS
APPENDIX 2: GLOSSARY APPENDIX 3: LIST OF WEBSITES MENTIONED IN THE BOOK
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