Instructed Second Language Acquisition, Vol 3, No 1 (2019)

How Vocabulary is Learned, by S. Webb and P. Nation (2017)

Jonathan Edward Malone
Issued Date: 15 Apr 2019

Abstract


How Vocabulary is LearnedBy S. Webb and P. Nation (2017)Oxford: Oxford University Press, 336pp.

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DOI: 10.1558/isla.37093

References


Barcroft, J. (2009) Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading. TESOL Quarterly 43(1): 79–103. https://doi.org/10.1002/j.1545-7249.2009.tb00228.x 

 

Bruton, A., García López, M. and Esquiliche Mesa, R. (2011) Incidental vocabulary learning: an impracticable term? TESOL Quarterly 45(4): 759–68. https://doi.org/10.5054/tq.2011.268061

 

Chaudron, C. (1985) Intake: on models and methods for discovering learners’ processing of input. Studies in Second Language Acquisition 7(1): 1–14. https://doi.org/10.1017/S027226310000512X

 

Hulstijn, J., Hollander, M. and Greidanus, T. (1996) Incidental vocabulary learning byadvanced foreign students: the influence of marginal glosses, dictionary use, and reoccurrence of unknown words. Modern Language Journal 80(3): 327–39. https://doi.org/10.1111/j.1540-4781.1996.tb01614.x

 

Nation, I. S. P. (2007) The four strands. Innovation in Language Learning and Teaching 1(1): 1–12. https://doi.org/10.2167/illt039.0

 

Webb, S. and Chang, A. C.-S. (2012) Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review 68(3): 1–24. https://doi.org/10.3138/cmlr.1204.1

 

Webb, S., Sasao, Y. and Ballance, O. (2017) The updated Vocabulary Levels Test: developing and validating two new forms of the VLT. International Journal of AppliedLinguistics 168(1): 33–69. https://doi.org/10.1075/itl.168.1.02web

 

Wesche, M. and Paribakht, S. (1996) Assessing second language vocabulary knowledge:depth versus breadth. Canadian Modern Language Review 53(1): 13–40. https://doi.org/10.3138/cmlr.53.1.13


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