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Verlag: University of Toronto Press, 2024
ISBN 10: 1800504144 ISBN 13: 9781800504141
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ISBN 10: 1800504144 ISBN 13: 9781800504141
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Verlag: University of Toronto Press, 2024
ISBN 10: 1800504144 ISBN 13: 9781800504141
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Verlag: University of Toronto Press, 2024
ISBN 10: 1800504144 ISBN 13: 9781800504141
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In den WarenkorbPaperback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
Sprache: Englisch
Verlag: Equinox Publishing Ltd, GB, 2024
ISBN 10: 1800504144 ISBN 13: 9781800504141
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Paperback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
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ISBN 10: 1800504144 ISBN 13: 9781800504141
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ISBN 10: 1800504144 ISBN 13: 9781800504141
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ISBN 10: 1800504144 ISBN 13: 9781800504141
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Paperback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
Sprache: Englisch
Verlag: University of Toronto Press, 2024
ISBN 10: 1800504144 ISBN 13: 9781800504141
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Zustand: New. Über den AutorNorbert Schmitt is Emeritus Professor of Applied Linguistics at the University of Nottingham, specializing in second language vocabulary issues. He directed the project from a lexical perspective, and carried out the m.
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In den WarenkorbHardback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
Sprache: Englisch
Verlag: University of Toronto Press, 2024
ISBN 10: 1800504136 ISBN 13: 9781800504134
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ISBN 10: 1800504144 ISBN 13: 9781800504141
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In den WarenkorbPaperback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
Sprache: Englisch
Verlag: University of Toronto Press, 2024
ISBN 10: 1800504136 ISBN 13: 9781800504134
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ISBN 10: 1800504136 ISBN 13: 9781800504134
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In den WarenkorbHardback. Zustand: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.
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In den WarenkorbPF. Zustand: New.
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Zustand: New. pp. 256 1. Aufl. 2016 edition NO-PA16APR2015-KAP.