Exploring Vocabulary : Language in Action.

Gardner, Dee.
London : Taylor & Francis Group, 2013.
1 online resource (225 pages)
Routledge Introductions to Applied Linguistics Ser.
Routledge Introductions to Applied Linguistics Ser.

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English language -- Rhetoric.
Electronic books.
Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Vocabulary is the foundation of language and language learning and as such, knowledge of how to facilitate learners’ vocabulary growth is an indispensable teaching skill and curricular component. Exploring Vocabulary is designed to raise teachers’ and students’ awareness of the interplay between the linguistic, psychological, and instructional aspects of vocabulary acquisition. It focuses on meeting the specific vocabulary needs of English language learners in whatever instructional contexts they may be in, with a special emphasis on addressing the high-stakes needs of learners in academic settings and the workplace. Dee Gardner also introduces a new Common Core Vocabulary, constructed from two of the most well-known and contemporary corpora of English—the British National Corpus and the Corpus of Contemporary American English. Exploring Vocabulary is an essential book for undergraduate and postgraduate students studying vocabulary within Applied Linguistics, TESOL, or Teacher Education, as well as any teacher working with English language learners.
Exploring Vocabulary
Title page
Copyright Page
Table of Contents
List of Illustrations
Series editors' preface
1 Introduction
Setting the stage
My basic philosophy about vocabulary
Guiding questions
The Three Realities of Vocabulary
The Vocabulary Project (choosing an instructional setting)
Identifying an instructional setting and texts
2 The vocabulary of vocabulary
Intervention and theory
Vocabulary terminology
Terms to discuss the form-based concepts of vocabulary
Terms to discuss vocabulary levels of form-based word families
Terms to discuss spelling, pronunciation, and word-meaning issues
Terms to describe relationships between words and their neighbors
Multiword items
Vocabulary Project (text scanning)
3 Core vocabulary
Intervention and theory
Challenges in determining a core vocabulary of English
Challenge 1 (multiple word meanings)
Challenge 2 (multiword issues)
Challenge 3 (spoken vs. written)
Challenge 4 (core size is arbitrary)
Challenge 5 (core lists become dated)
The stable and unstable cores of the English lexicon
The stable core
The unstable core
Common Core List of English vocabulary
Appendix D, Sublist A (function words)
Appendix D, Sublist A (content words)
Appendix D, Sublists Band C (content words)
New words appearing in Sublist A (all 64 words)
Examples of the 177 new words appearing in Sublist B
Examples of the 395 new words appearing in Sublist C
Chapter summary
A new Academic Vocabulary List
Vocabulary Project (downloading analysis tools)
4 Register-specific vocabulary
Intervention and theory
Register-specific vocabulary
Understanding registers
Case study of register-specific vocabulary.
Why do I care so much about register? Why should you care?
Vocabulary Project (creating a vocabulary inventory)
5 The tasks of vocabulary learning
Intervention and theory
Relationships between known and unknown vocabulary
The relationship between spoken and written vocabulary knowledge
Academic reading and vocabulary knowledge
The BICS and CALP distinction
The fourth-grade slump and its correlates
A word on self-selected reading materials
Types of contexts for potential word learning
Vocabulary knowledge in "learning to read" and" reading to learn
Breadth and depth of vocabulary knowledge
So what is a teacher to do? "To teach, or not to teach: that is the question
Vocabulary Project (learning about vocabulary tools)
6 Building vocabulary knowledge
Intervention and theory
The "big picture" with vocabulary teaching
Designing a vocabulary-centered curriculum
Identifying important vocabulary
Theme-based instruction
Integrated skills
Leveled reading materials
Section conclusion
Direct vocabulary instruction
Form and meaning practice
Concordancing programs
Context-based word-learning strategies
Dictionary definition training
Morphological awareness raising
Collocation training
Final thoughts
Vocabulary Project (creating personalized vocabulary tools)
7 Conclusions
Task Commentaries
Appendix A: Dolch-Fry Sight Words
Appendix B: Phrasal verb frequency counts
Appendix C: New word lemmas impacting American English
Appendix D: Common Core List
Appendix E: Online resources for learning high-frequency vocabulary
Appendix F: Sample compound words
Appendix G: Frequent hyphenated words
Appendix H: Screenshot from COCA (collocate queries)
Annotated further reading (books)
Description based on publisher supplied metadata and other sources.
Other format:
Print version: Gardner, Dee Exploring Vocabulary