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Informationen zum Autor Brigitta Dóczi is Senior Lecturer in Applied Linguistics at Eötvös Loránd University, Budapest. She has extensive experience in teacher training, while still actively teaching English as a foreign language. She has created a wide variety of teaching materials and co-authored language teaching coursebooks in Hungary. Her main fields of interest are second language vocabulary development as well as task-based teaching and materials design.; Judit Kormos is Professor of Second Language Acquisition at Lancaster University. She has published widely on the topics of individual differences in language learning and the cognitive processes of using and acquiring additional languages. She is also renown for her research and teacher training activities on teaching languages to students with specific learning differences. Klappentext This research monograph helps demonstrates how language learners acquire vocabulary in instructed foreign language contexts and in English for Academic Purposes programs in the target language environment. Zusammenfassung This research monograph helps demonstrates how language learners acquire vocabulary in instructed foreign language contexts and in English for Academic Purposes programs in the target language environment. Inhaltsverzeichnis Introduction Chapter 1. Defining and describing key constructs: Vocabulary and the mental lexicon 1.1 Defining the concept of vocabulary 1.2 Conceptualizing vocabulary knowledge 1.3. Defining breadth of vocabulary knowledge and vocabulary size 1.4. Definitions of depth of word knowledge 1.5. Storing vocabulary knowledge: The concept of the mental lexicon 1.6. What kind of information does the mental lexicon contain? 1.7. Is the mental lexicon language specific? 1.8. How is the bilingual mental lexicon structured? 1.9. Summary Chapter 2 Longitudinal developments in the breadth of vocabulary knowledge 2.1. Measuring vocabulary size 2.2. Development of the breadth of vocabulary 2.2.1. Patterns and profiles of development 2.2.2. The development of recognition vocabulary size 2.2.3. Comparison of the development of recognition vocabulary size in an intensive foreign language learning context and in an English for Academic Purposes programme in the UK 2.2.4. The development of recall vocabulary size 2.2.5. Comparison of the development of recall vocabulary size in instructed foreign language and target language contexts 2.2.6. Vocabulary size in relation to proficiency levels 2.2.7. Rate of development 2.2.8. Comparisons of development in recall and recognition vocabulary size 2.3. The role of word characteristics in the development of vocabulary size 2.4. Summary Chapter 3 Longitudinal development in the depth of vocabulary knowledge 3.1. Measuring depth of vocabulary knowledge 3.2. Investigating depth of vocabulary knowledge using stimuli word lists 3.2.1. Research method for a study on the development of depth of vocabulary knowledge of pre-intermediate learners of English 3.2.2. Analysis of depth of word knowledge 3.2.3. Development of depth of word knowledge of pre-intermediate learners 3.2.4. Developmental order for depth of word knowledge types3.3. Investigating depth of word knowledge using tests of vocabulary associations 3.4. Investigating depth of word knowledge by means of free production tasks 3.5. Summary Chapter 4 Longitudinal developments in the organization of the second language mental lexicon 4.1. Using word associations to analyse the mental lexicon 4.2. Word associations in second language acquisition research 4.2.1. Comparison of native and non-native associations 4.2.2. Exploring the mental lexicon through word associations 4.3. Investigating pre-intermediate learner's mental lexicon by means of word associations 4.3.1. Developm...
