Full Description
Endorsed by the AAUSC and published by Cengage Learning, the Issues in Language Program Direction series strives to further AAUSC goals-- improving second language instruction by developing language training programs, promoting research in second language acquisition, and establishing a forum for exchanging ideas, experiences, and materials among language programs.
Contents
Acknowledgments
Editorial Board
Annual Volumes of Issues in Language Program Direction
Abstracts
Introduction: Peter Ecke (University of Arizona) & Susanne Rott (University of Illinois at Chicago), Vocabulary Learning and Teaching: Variables, Relationships, Materials, and Curriculum Development
PART 1:
Vocabulary Learning and Use: Variables and Relationships
Chapter 1: Nan Jiang (University of Maryland), Semantic Development and L2 Vocabulary Teaching
Chapter 2: Ulf Schuetze (University of Victoria), Supporting your Brain Learning Words
Chapter 3: Maria Rogahn, Denisa Bordag, Amit Kirschenbaum & Erwin Tschirner (University of Leipzig), Minor Manipulations Matter: Syntactic Position Influences the Effectiveness of Incidental Vocabulary Acquisition During L2 Reading
Chapter 4: Erwin Tschirner (University of Leipzig), Jane Hacking & Fernando Rubio (University of Utah), The Relationship Between Reading Proficiency and Vocabulary Size: An Empirical Investigation
PART 2: Vocabulary Teaching, Materials, and Curricula
Chapter 5: Claudia S�nchez-Guti�rrez (University of California, Davis), Nausica Marcos Miguel (Denison University), Michael K. Olson (Tennessee Technological University), Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks
Chapter 6: Jamie Rankin (Princeton University), der|die|das: Integrating Vocabulary Acquisition Research into an L2 German Curriculum
Chapter 7: Nina Vyatkina (University of Kansas), Language Corpora for L2 Vocabulary Learning: Data-Driven Learning across the Curriculum
Chapter 8: Alla Zareva (Old Dominion University), Setting the Lexical EAP Bar for ESL Students: Lexical Complexity of L2 Academic Presentations
Chapter 9: Joe Barcroft (Washington University in St. Louis), The Input-Based Incremental Approach to Vocabulary in Meaning-Oriented Instruction for Language Program Directors and Teachers
Editors
Contributors
