Second language reading and vocabulary learning

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Bibliographic Information

Second language reading and vocabulary learning

edited by Thomas Huckin, Margot Haynes, James Coady

Ablex Publishing Corporation, c1993

  • : hbk
  • : pbk

Available at  / 63 libraries

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Note

Includes bibliographical references and author and subject indexes

Description and Table of Contents

Volume

: hbk ISBN 9780893918507

Description

Reading ability and vocabulary knowledge are two of the most important components of performance in a second language, especially in academic settings. Each depend on the other, as vocabulary knowledge is the single most important factor in reading comprehension, while reading is the single most important means by which intermediate and advanced learners acquire new words. This symbiotic relationship is the subject of this volume. The authors argue that building vocabulary through reading is a fruitful but complex activity that needs better understanding and more careful guidance. This book is unique in its emphases on original research. Eight of the 14 chapters are empirical studies published for the first time, including classroom-based case studies, experimental research, and think-aloud protocol analysis. In every chapter, consideration is given to the pedagogical implications and possible applications of the research findings. Lengthy editorial comments at the end of each chapter reinforce this practical concern.
Volume

: pbk ISBN 9780893919061

Description

Reading ability and vocabulary knowledge are two of the most important components of performance in a second language, especially in academic settings. Each depend on the other, as vocabulary knowledge is the single most important factor in reading comprehension, while reading is the single most important means by which intermediate and advanced learners acquire new words. This symbiotic relationship is the subject of this volume. The authors argue that building vocabulary through reading is a fruitful but complex activity that needs better understanding and more careful guidance. This book is unique in its emphases on original research. Eight of the 14 chapters are empirical studies published for the first time, including classroom-based case studies, experimental research, and think-aloud protocol analysis. In every chapter, consideration is given to the pedagogical implications and possible applications of the research findings. Lengthy editorial comments at the end of each chapter reinforce this practical concern.

Table of Contents

POINTS OF DEPARTURE Research on ESL/EFL Vocabulary Acquisition: Putting It in Context Implications for L2 Vocabulary Acquisition and Instruction from L1 Vocabulary Research Patterns and Perils of Guessing in Second Language Reading EXPLORATIONS OF LEARNING FROM READING Chinese Students' Word-Solving Strategies in Reading in English False Friends and Reckless Guessers: Observing Cognate Recognition Strategies Too Many Words: Learning the Vocabulary of an Academic Subject American and Chinese Readers Learning from Lexical Familiarizations in English Text Strategies for Inferring Word Meaning in Context: A Cognitive Model EXAMINATION OF CONTEXT Predicting Word Meanings from Contextual Clues: Evidence from L1 Readers The Healthy Inadequacy of Contextual Definition RESEARCH WITH INNOVATIVE INSTRUCTIONAL APPROACHES High Frequency Vocabulary and Reading Proficiency in ESL Readers Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learners' Lexicon Factors Affecting the Acquisition of Vocabulary: Frequency and Saliency of Words POINTS OF DEPARTURE FOR FUTURE RESEARCH AND TEACHING Summary and Future Directions Index

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