Book contents
- Learning Vocabulary in Another Language
- The Cambridge Applied Linguistics Series
- Learning Vocabulary in Another Language
- Copyright page
- Contents
- List of figures
- List of tables
- Acknowledgements
- Introduction
- 1 The goals of vocabulary learning
- 2 Knowing a word
- 3 Teaching vocabulary and the roles of the teacher
- 4 Vocabulary and listening and speaking
- 5 Vocabulary and reading and writing
- 6 Learning vocabulary out of class
- 7 Vocabulary in specialised areas
- 8 Vocabulary-learning strategies and autonomy
- 9 Learning words from context
- 10 Word parts
- 11 Deliberate vocabulary learning from word cards
- 12 Finding and learning multiword units
- 13 Testing vocabulary knowledge and use
- 14 Designing the vocabulary component of a language course
- Book part
- References
- Author index
- Subject index
2 - Knowing a word
Published online by Cambridge University Press: 02 June 2022
- Learning Vocabulary in Another Language
- The Cambridge Applied Linguistics Series
- Learning Vocabulary in Another Language
- Copyright page
- Contents
- List of figures
- List of tables
- Acknowledgements
- Introduction
- 1 The goals of vocabulary learning
- 2 Knowing a word
- 3 Teaching vocabulary and the roles of the teacher
- 4 Vocabulary and listening and speaking
- 5 Vocabulary and reading and writing
- 6 Learning vocabulary out of class
- 7 Vocabulary in specialised areas
- 8 Vocabulary-learning strategies and autonomy
- 9 Learning words from context
- 10 Word parts
- 11 Deliberate vocabulary learning from word cards
- 12 Finding and learning multiword units
- 13 Testing vocabulary knowledge and use
- 14 Designing the vocabulary component of a language course
- Book part
- References
- Author index
- Subject index
Summary
Words are not isolated units of the language but fit into many related systems. Because of this, there are many things to know about any particular word and there are many degrees of knowing. The aims of this chapter are to examine what could be known about a word, to evaluate the relative importance of the various kinds of knowledge, to see how they are related to each other, and to broadly suggest how learners might gain this knowledge. The chapter also looks at the learning burden of words, that is, what needs to be learned for each word and what is predictable from previous knowledge. The chapter is based on the division of what it means to know a word into nine aspects of knowledge – spoken form, written form, word parts, form–meaning connection, concepts, associations, grammatical functions, collocations, and constraints on use. The chapter concludes with the description of a model of vocabulary learning.
- Type
- Chapter
- Information
- Learning Vocabulary in Another Language , pp. 49 - 92Publisher: Cambridge University PressPrint publication year: 2022