1st Edition

Vocabulary and the Four Skills
Pedagogy, Practice, and Implications for Teaching Vocabulary

Edited By

Jon Clenton


Paul Booth

ISBN 9780367249977
Published July 5, 2020 by Routledge
250 Pages 11 B/W Illustrations

USD $160.00

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Book Description

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

Jeanine Treffers-Daller

7. Building Vocabulary Knowledge from and for Reading – Ways to Improve Lexical Quality

Irina Elgort

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

Irina Elgort

Part 4: Speaking

10. Vocabulary and Speaking – Current Research, Tools, and Practices

Takumi Uchihara

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

Jon Clenton

Part 5: Writing

14. Vocabulary and Writing – Current Research, Tools, and Practices

Paul Booth

15. Specialised Vocabulary in Writing: Looking Outside ELT

Averil Coxhead

16. Lexical Development Paths in Relation to Academic Writing

Paul Booth

17. Vocabulary and Writing – Future Research, Tools, and Practices

Averil Coxhead

Part 6: Conclusion

18. Conclusion: Vocabulary and the Four Skills – Pedagogy and Practice

Paul Booth and Jon Clenton

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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.

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Author - Paul Richard Booth

Paul Richard Booth

Senior Lecturer, Kingston University
Kingston upon Thames, Surrey, United Kingdom

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