Description
Book SynopsisThis book offers a comprehensive investigation into advanced students’ knowledge of vocabulary in their L1 and L2. As a cross-sectional study, it examines the quantitative aspects of students’ vocabulary knowledge through parallel tests of upper secondary level vocabulary, specialised vocabulary, and advanced vocabulary in both their L1 and L2. It also, primarily in qualitative terms, investigates students' L1 and L2 knowledge of polysemous words, lexical fields of near synonyms and false friends. Knowledge of derivative forms, idioms, proverbs, idiomatically used prepositions and multi-word verbs offer insights into both the breadth and depth of students’ L1 and L2 vocabulary knowledge. Finally, it considers the extent to which students’ results can be attributed to differences between inferencing skills in their L1 and L2. In each subfield, the pedagogical implications of the findings are discussed. This book will be of interest to teachers and researchers focusing on the teaching and learning of vocabulary.
Trade ReviewThe monograph will be an invaluable resource for anyone interested in teaching vocabulary in a second language. A broad range of quantitative and qualitative studies are carried out, providing a deeper understanding of advanced students’ L1 and L2 mental lexicon by testing their knowledge of vocabulary. * Karin Aijmer, University of Gothenburg, Sweden *
For those interested in how vocabulary is learnt and organized in the mental lexicon, this book has it all: a comprehensive survey of previous studies, ingenious parallel tests of informants’ vocabulary in L1 (Swedish) and L2 (English), and practical applications of the findings. Suitable both for researchers and language teachers. * Solveig Granath, Karlstad University, Sweden *
Karlsson’s book is ground-breaking in that it offers a comprehensive analysis of various aspects of vocabulary knowledge in L1 (Swedish) and L2 (English), as well as factors influencing this knowledge, highlighting in particular the importance of inferencing skills. This impressive work is bound to provide an impulse for future studies and brings with it crucial, context-independent pedagogical implications. * Mirosław Pawlak, Adam Mickiewicz University, Poland *
Table of ContentsAcknowledgements
Chapter 1. Introduction
Chapter 2. Vocabulary Taught at Upper Secondary School Level, Specialised Uses of Vocabulary and Advanced Vocabulary
Chapter 3. Word Formation: With a Focus on Derivational Suffixation
Chapter 4. Idioms and Proverbs
Chapter 5. Idiomatically Used Prepositions and Multi-Word Verbs
Chapter 6. Polysemous Words, Lexical Fields of Near Synonyms and False Friends
Chapter 7. Inferencing
Chapter 8. Summing Up and Directions for Future Research
Appendices
References
Index
