This guide to vocabulary acquisition is essential reading for teachers of English as a second or foreign language. It presents the major ideas and principles that relate to the teaching and learning of vocabulary and evaluates a wide range of practical activities designed to help boost students’ vocabulary acquisition. Key questions which are answered include: • How many words should students learn at a time, and how often? • How much classroom time should be spent teaching vocabulary? • What is the best way to group vocabulary for learning? • Is it useful to provide students with the L1 translations of unknown words? • Why do some students make greater progress than others? stuart webb is Professor in Applied Linguistics at the University of Western Ontario, Canada. paul nation is Emeritus Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. Teachers will find answers to many of their perennial questions about vocabulary learning—as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas. patsy lightbown (co-author of How Languages are Learned, with Nina Spada)

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.

This book provides pedagogical suggestions for both teachers and learners.

Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction. Other key features of this timely new book include: *Broad Coverage. The book addresses the full range of students populating current classrooms--young children, English Language Learners, and young adolescents. *Issues Focus. By focusing on persistent issues from the perspective of critical school populations, this volume provides a rich, scientific foundation for effective vocabulary instruction and policy. *Author Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency.

This new second edition includes two entirely new chapters on selecting vocabulary words for study and vocabulary instruction for English Language Learners. In addition, every chapter has been substantially updated to incorporate discussion of next-generation standards. Incorporating the newest research in vocabulary acquisition into the four-part model of vocabulary instruction that made the first edition a bestseller, this edition emphasizes vocabulary as an important tool in meeting the needs of increasingly diverse students K-12. It also includes new instructional approaches to teaching vocabulary that have been developed and classroom-tested since the release of the first edition.

This volume brings together a collection of chapters focused on the learning, testing, and researching of L2 vocabulary by leading international researchers including Paul Nation, Batia Laufer, Frank Boers, Elke Peters, Ana Pellicer-Sánchez, Anna Siyanova-Chanturia, and Stuart Webb. Questions that are examined include: Is it useful to read a book to learn vocabulary? Which types of input encountered outside of the classroom contribute most to vocabulary knowledge? What are the most useful words to learn to understand the academic spoken language in mathematics, biology, and engineering lectures? Does writing words contribute to vocabulary learning? What should a test measuring the skill of guessing from context consist of? Should loan words be included in vocabulary tests? How should we evaluate vocabulary learning that occurs through watching captioned video? How has eye-tracking been used in vocabulary research? Together, the chapters in this volume highlight innovation in vocabulary studies and many directions for researching, testing, and learning words. Originally published as special issue of ITL – International Journal of Applied Linguistics 169:1 (2018)

Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.

Vocabulary is basic to a child’s development of intelligence and achievement. This picture vocabular book provides a very enjoyable and effective means for teaching basic Hawaiian and English vocabulary to children and adults, either individually or in groups, using the cross-age learning method. The book’s format, in which parts of a whole picture are analyzed and synthesized separately, is far more effective than other picture or dictionary methods for teaching vocabulary.

Vocabulary Activities provides a wealth of ideas for introducing, presenting, expanding, exploring and practising vocabulary. These teacher-friendly activities are clearly written and wide-ranging, and the book also contains a detailed guidelines section outlining the key principles involved in teaching and practising vocabulary. Also contains an extra chapter of activities for advanced learners. The accompanying CD-ROM contains print-ready materials which can be put to immediate use in class.

Building on Michael Graves's bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.