Vocabulary and the Four Skills
Pedagogy, Practice, and Implications for Teaching Vocabulary
This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking).
Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered.
The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume.
Table of Contents
Part 1: Introduction
1. Introduction: Vocabulary and the Four Skills – Current Issues and Future Concerns
Jon Clenton and Paul Booth
Part 2: Listening
2. Vocabulary and Listening – Current Research, Tools, and Practices
Suzanne Graham and Pengchong Zhang
3. Vocabulary Learning through Listening: Which Words are Easier or More Difficult to Learn and Why?
Pengchong Zhang and Suzanne Graham
4. Vocabulary and Listening
Jim Milton and Ahmed Masrai
5. Vocabulary and Listening – Future Research, Tools, and Practices
Jim Milton and Ahmed Masrai
Part 3: Reading
6. Vocabulary and Reading – Current Research, Tools, and Practices
7. Building Vocabulary Knowledge from and for Reading – Ways to Improve Lexical Quality
8. The Validity of The Tem-4 as a Measure of Vocabulary Knowledge and Reading Comprehension
Jeanine Treffers-Daller and Jingyi Huang
9. Vocabulary and Reading – Future Research, Tools, and Practices
Part 4: Speaking
10. Vocabulary and Speaking – Current Research, Tools, and Practices
11. Investigating the Extent to which Vocabulary Knowledge snd Skills can Predict Aspects of Fluency for a Small Group of Pre-intermediate Japanese L1 Users of English L2
Jon Clenton, Nivja H. de Jong, Dion Clingwall and Simon Fraser
12. Re-examining the Relationship between Productive Vocabulary and Second Language Oral Ability
Takumi Uchihara, Kazuya Saito and Jon Clenton
13. Vocabulary and Speaking – Future Research, Tools, and Practices
Part 5: Writing
14. Vocabulary and Writing – Current Research, Tools, and Practices
15. Specialised Vocabulary in Writing: Looking Outside ELT
16. Lexical Development Paths in Relation to Academic Writing
17. Vocabulary and Writing – Future Research, Tools, and Practices
Part 6: Conclusion
18. Conclusion: Vocabulary and the Four Skills – Pedagogy and Practice
Paul Booth and Jon Clenton
Jon Clenton is Associate Professor at Hiroshima University, Japan. His main research interests include the assessment of vocabulary knowledge, L2 vocabulary development in terms of bilingual models, second language acquisition, word association studies, lexical processing, and L2 measurement tools. He has examined several vocabulary measurement tools, with focus on attempts to isolate the construct of productive vocabulary knowledge.
Paul Booth is Senior Lecturer at Kingston University, London, and teaches both undergraduate and postgraduate courses. His research interests include second language vocabulary, especially individual differences, lexical diversity, and frequency. He has also researched situated learning and language teacher development.