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In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.
Insights into non-native vocabulary learning and teaching is a valuable addition to the library of any vocabulary researcher or L2 materials developer.
Rubén Chacón-Beltrán is an Associate Professor at the UNED (Universidad Nacional de Educación a Distancia) in Madrid, Spain, where he teaches undergraduate courses in English as a foreign language, sociolinguistics and bilingualism, and a graduate seminar in vocabulary teaching and learning.
Christian Abello-Contesse is an Associate Professor at the University of Seville, Spain, where he teaches undergraduate courses in second language acquisition and TEFL methodology, as well as graduate seminars in bilingualism and bilingual education.
M. Mar Torreblanca-López is an Associate Professor at the University of Seville, Spain, where she teaches undergraduate courses in English as a foreign language and spoken discourse, as well as graduate courses in English pragmatics and discourse analysis.
Chapter 1: Vocabulary Teaching and Learning: Introduction and Overview - Rubén Chacón-Beltrán, Christián Abello-Contesse, M. del Mar Torreblanca-López
Section 1: Development of a Model for Vocabulary Teaching and Learning
Chapter 2: Form-focused Instruction in Second Language Vocabulary Learning - Batia Laufer
Chapter 3: Key Issues in Teaching and Learning Vocabulary - Norbert Schmitt
Chapter 4: A Dynamic Perspective on (Academic English) L2 Lexical Development - Tal Caspi and Wander Lowie
Section 2: Empirical Studies on Lexical Processing in English and Spanish
Chapter 5: The Effect of Lexicalization in the Native Language on L2 Lexical Inferencing: A Cross-linguistic Study - Sima Paribakht
Chapter 6: Aural Word Recognition and Oral Competence in a Foreign Language - James Milton, Jo Wade and Nicola Hopkins
Chapter 7: A Cascade Model of Lexical Access and the Phonological Activation of Newly-acquired Lexical Items - Teresa López-Soto
Chapter 8: Concordances versus Dictionaries: Evaluating the Learning Effect - Rachel Allan
Chapter 9: Evidence of Incremental Vocabulary Learning in Advanced L2 Spanish Learners - Diana Frantzen
Section 3: Materials Design and Strategies for Vocabulary Teaching and Learning
Chapter 10: Conspicuous by their Absence: The Infrequency of Very Frequent Words in English as a Foreign Language (EFL) Textbooks - James Lawley
Chapter 11: The Treatment of Lexical Aspects in Commercial Textbooks for L2 Teaching and Learning - María Dolores López-Jiménez
Chapter 12: A Second-generation CALL Vocabulary-learning Programme “ADELEX”: In Search of a Psychopedagogic Model - Carmen Pérez Basanta
Chapter 13: Word Associations as a Vocabulary Teaching Strategy in an Advanced L2 Reading Class - Zorana Vasiljevic