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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010289851 | P53.9 M55 2009 | Open Access Book | Book | Searching... |
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Summary
Summary
Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.
Author Notes
James Milton worked in Nigeria and Libya before coming to Swansea University where he established the Centre for Applied Language Studies and the Department of Applied Linguistics. His research and teaching focuses principally on vocabulary acquisition and measurement in foreign languages. This research is combined with commercial EFL textbook writing. Recent books include Modelling and Assessing Vocabulary Knowledge and Studies in First and Second Language Vocabulary Acquisition.
Reviews 1
Choice Review
Milton (Swansea Univ., UK) begins by challenging the long-cherished notions that only limited vocabulary is required in order to become highly proficient in a second language and that vocabulary acquisition is not systemic in nature, hence of little pedagogical or academic consequence. The author first guides the reader through useful measurements of vocabulary knowledge; he then provides normative data against which teachers may compare their approaches to vocabulary acquisition; finally, he reevaluates current models of language teaching used in the UK against the findings of his research. His arguments are clear, thoroughly researched, and fully supported. Although in places laden with linguistic terminology, the study is not arduous. In fact, Milton supplements his comprehensive explanations with summational charts, abstracts at the beginning of each chapter, and "rule of thumb" synopses that condense the abundant content into manageable portions. A must read for anyone interested in foreign-language teaching and standardized testing, Milton's compelling study suggests the need for a new approach to vocabulary teaching and testing. Summing Up: Recommended. Graduate students, researchers, professionals. R. Payne St. Joseph College
Table of Contents
| 1 1. Explanations and DefinitionsJames Milton |
| 2 2. Word Difficulty, Word Frequency and Acquisition: Lexical ProfilesJames Milton |
| 3 3. Frequency and CoverageJames Milton |
| 4 4. Measuring Vocabulary Breadth: Passive Recognition VocabularyJames Milton |
| 5 5. Measuring Other Aspects of Vocabulary BreadthJames Milton |
| 6 6. Measuring Productive Vocabulary KnowledgeJames Milton |
| 7 7. Measuring Vocabulary DepthJames Milton |
| 8 8. Vocabulary Acquisition and Assessments of Language LevelJames Milton |
| 9 9. Vocabulary Acquisition and Classroom InputJames Milton |
| 10 10. Vocabulary Acquisition and Informal Language InputJames Milton |
| 11 11. Implications for Learning and Teaching: Theory and PracticeJames Milton |
