Lexical input processing and vocabulary learning
Author(s)
Bibliographic Information
Lexical input processing and vocabulary learning
（Language learning and language teaching / series editors, Birgit Harley, Jan H. Hulstijn, v. 43）
J. Benjamins Pub., c2015
- : hb
- : pbk
Available at / 24 libraries
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Note
Size of hb.: 25 cm
Includes bibliographical references (p. [179]-190) and index
Description and Table of Contents
Description
This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing - resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.
Table of Contents
- 1. Acknowledgments
- 2. Chapter 1. Introduction
- 3. Understanding lex-ip
- 4. Chapter 2. Multiple Levels of Input Processing and Language Learning
- 5. Chapter 3. Three Key Components of Learning a Word: Form, Meaning, Mapping
- 6. Chapter 4. Contexts of Lexical Input Processing: L1/L2 and Incidental/Intentional
- 7. Task-based effects
- 8. Chapter 5. Specificity in Type of Processing and Learning: The TOPRA Model
- 9. Chapter 6. Effects of Tasks Involving Semantic and Structural Elaboration
- 10. Chapter 7. Effects of Output with and without Access to Meaning
- 11. Chapter 8. Effects of Opportunities for Target Word Retrieval
- 12. Input-based effects
- 13. Chapter 9. Privileging and Patterns in Partial Word Form Learning
- 14. Chapter 10. Effects of Increased and Spaced Exposure
- 15. Chapter 11. Effects of Semantic versus Thematic Sets
- 16. Chapter 12. Effects of Input Enhancement
- 17. Chapter 13. Effects of Acoustically Varied Input
- 18. Conclusions and future research
- 19. Chapter 14. Summary of Theoretical and Instructional Implications
- 20. Chapter 15. Directions for Future Research
- 21. References
- 22. Appendix A
- 23. Appendix B
- 24. Index
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