NotesFAQContact Us
Search Tips
ERIC Number: ED394311
Record Type: RIE
Publication Date: 1995
Pages: 315
Abstractor: N/A
Reference Count: N/A
Second Language Reading and Vocabulary Learning.
Huckin, Thomas, Ed.; And Others
This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of Guessing in Second Language Reading" (Margot Haynes); "Chinese Students' Word-Solving Strategies in Reading in English" (Chiou-Lan Chern); "False Friends and Reckless Guessers: Observing Cognate Recognition Strategies" (John Holmes and Rosinda Guerra Ramos); "Too Many Words: Learning the Vocabulary of an Academic Subject" (Kate Parry); "American and Chinese Readers Learning From Lexical Familiarizations in English Text" (Margot Haynes and Ila Baker); "Strategies for Inferring Word Meaning in Context: A Cognitive Model" (Thomas Huckin and Joel Bloch); "Predicting Word Meanings From Contextual Clues: Evidence From L1 Readers" (Fraida Dubin and Elite Olshtain); "The Healthy Inadequacy of Contextual Definition" (Mark Stein); "High Frequency Vocabulary and Reading Proficiency in ESL Readers" (James Coady, Jeff Magoto, Philip Hubbard, John Graney, and Kouider Mokhtari); "Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learners' Lexicon" (Peter Robinson); "Factors Affecting the Acquisition of Vocabulary: Frequency and Saliency of Words" (Cheryl Brown); and "Summary and Future Directions" (Thomas Huckin and Margot Haynes). (NAV)
Ablex Publishing Corporation, 355 Chestnut St., Norwood, NJ 07648 (clothbound: ISBN-0-89391-850-4; paperback: ISBN-0-89391-906-3).
Publication Type: Books; Collected Works - General; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A