图书简介

Introduction; Chapter 1. Defining and describing key constructs: Vocabulary and the mental lexicon; 1.1 Defining the concept of vocabulary; 1.2 Conceptualizing vocabulary knowledge; 1.3. Defining breadth of vocabulary knowledge and vocabulary size; 1.4. Definitions of depth of word knowledge; 1.5. Storing vocabulary knowledge: The concept of the mental lexicon; 1.6. What kind of information does the mental lexicon contain?; 1.7. Is the mental lexicon language specific?; 1.8. How is the bilingual mental lexicon structured?; 1.9. Summary; Chapter 2 Longitudinal developments in the breadth of vocabulary knowledge; 2.1. Measuring vocabulary size; 2.2. Development of the breadth of vocabulary; 2.2.1. Patterns and profiles of development; 2.2.2. The development of recognition vocabulary size; 2.2.3. Comparison of the development of recognition vocabulary size in an intensive foreign language learning context and in an English for Academic Purposes programme in the UK; 2.2.4. The development of recall vocabulary size; 2.2.5. Comparison of the development of recall vocabulary size in instructed foreign language and target language contexts; 2.2.6. Vocabulary size in relation to proficiency levels; 2.2.7. Rate of development; 2.2.8. Comparisons of development in recall and recognition vocabulary size; 2.3. The role of word characteristics in the development of vocabulary size; 2.4. Summary; Chapter 3 Longitudinal development in the depth of vocabulary knowledge; 3.1. Measuring depth of vocabulary knowledge; 3.2. Investigating depth of vocabulary knowledge using stimuli word lists; 3.2.1. Research method for a study on the development of depth of vocabulary knowledge of pre-intermediate learners of English; 3.2.2. Analysis of depth of word knowledge; 3.2.3. Development of depth of word knowledge of pre-intermediate learners; 3.2.4. Developmental order for depth of word knowledge types3.3. Investigating depth of word knowledge using tests of vocabulary associations; 3.4. Investigating depth of word knowledge by means of free production tasks; 3.5. Summary; Chapter 4 Longitudinal developments in the organization of the second language mental lexicon; 4.1. Using word associations to analyse the mental lexicon; 4.2. Word associations in second language acquisition research; 4.2.1. Comparison of native and non-native associations; 4.2.2. Exploring the mental lexicon through word associations; 4.3. Investigating pre-intermediate learner’s mental lexicon by means of word associations; 4.3.1. Developments in the organisation of the mental lexicon of pre-intermediate learners; 4.4. Comparison of the development of word associations in foreign and second language contexts; 4.4.1. Results of the study; 4.4.2. Discussion of findings; 4.5. Summary; Chapter 5 Second language learning and vocabulary development; 5.1. Incidental and intentional vocabulary learning processes and conditions; 5.2. Implicit and explicit vocabulary knowledge and learning; 5.3. The role of input in vocabulary development; 5.4. The role of noticing in vocabulary development; 5.5. Encoding lexical knowledge in long-term memory; 5.6. Output, interaction and vocabulary development; 5.7. An overview of vocabulary development from the perspective of Dynamic Systems Theory; Chapter 6. Individual differences in vocabulary development; 6.1. The construct of working memory; 6.2. The relationship between working memory and vocabulary development; 6.3. Motivation, self-regulation and vocabulary development; 6.3.1. Initial motivational conditions in vocabulary learning; 6.3.2. The actional stage of motivated vocabulary learning; 6.3.3. The post-actional phase of motivated vocabulary learning; 6.4. Summary; Chapter 7 Research implications for vocabulary teaching; 7.1 Lexical space: breadth, depth and fluency; 7.1.1 Lexical breadth; 7.1.2 Lexical depth; 7.1.3 Lexical fluency; 7.1.4 The link between lexical breadth, depth and fluency; 7.2 Incidental vocabulary acquisition; 7.3 Explicit vocabulary instruction; 7.3.1 The role of different types of input; 7.3.2 The role of rich exposure and output tasks; 7.3.3 The role of task-based teaching; 7.4 Teaching formulaic sequences; 7.5 The interdependence of vocabulary and grammar; 7.6 Vocabulary instruction in the context of mobile learning; 7.7 Summary; References; Appendices

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