Article published in:
Approaches to learning, testing, and researching L2 vocabulary
Edited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 115141
References

References

Ames, W. S.
(1966) The development of a classification scheme of contextual aids. Reading Research Quarterly, 2(1), 57–82. CrossrefGoogle Scholar
Andrich, D.
(1988) Rasch models for measurement. Beverly Hills, CA: Sage.CrossrefGoogle Scholar
Artley, A. S.
(1943) Teaching word-meaning through context. Elementary English Review, 20(1), 68–74.Google Scholar
Beck, I. L., McKeown, M. G., & McCaslin, E. S.
(1983) Vocabulary development: All contexts are not created equal. Elementary School Journal, 83(3), 177–181. CrossrefGoogle Scholar
Bensoussan, M., & Laufer, B.
(1984) Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15–32. CrossrefGoogle Scholar
Bond, T. G., & Fox, C. M.
(2015) Applying the Rasch model: Fundamental measurement in the human sciences. New York, NY: Routledge.Google Scholar
[ p. 138 ]
Brown, R., Waring, R., & Donkaewbua, S.
(2008) Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136–163.Google Scholar
Brown, W.
(1910) Some experimental results in the correlation of mental abilities. British Journal of Psychology, 3, 296–322.Google Scholar
Bruton, A., & Samuda, V.
(1981) Guessing words. Modern English Teacher, 8(3), 18–21.Google Scholar
Carnine, D., Kameenui, E. J., & Coyle, G.
(1984) Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188–204. CrossrefGoogle Scholar
Carpay, J. A. M.
(1974) Foreign-language teaching and meaningful learning: A Soviet Russian point of view. ITL, 25–26, 161–187.CrossrefGoogle Scholar
Clarke, D. F., & Nation, I. S. P.
(1980) Guessing the meanings of words from context: Strategy and techniques. System, 8(3), 211–220. CrossrefGoogle Scholar
Cohen, J.
(1988) Statistical power analysis for the behavioral science (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
(1992) A power primer. Psychological Bulletin, 112(1), 155–159. CrossrefGoogle Scholar
Cooper, T. C.
(1999) Processing of idioms by L2 learners of English. TESOL Quarterly, 33(2), 233–262. CrossrefGoogle Scholar
de Bot, K., Paribakht, T. S., & Wesche, M.
(1997) Towards a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading. Studies in Second Language Acquisition, 19(3), 309–329. CrossrefGoogle Scholar
Deighton, L. C.
(1959) Vocabulary development in the classroom. New York, NY: Columbia University Press.Google Scholar
Dulin, K. L.
(1970) Using context clues in word recognition and comprehension. Reading Teacher, 23(5), 440–445.Google Scholar
Ellis, R.
(1994) Factors in the incidental acquisition of second language vocabulary from oral input: A review essay. Applied Language Learning, 5(1), 1–32.Google Scholar
Fraser, C. A.
(1999) Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21(2), 225–241. CrossrefGoogle Scholar
Fukkink, R. G., & de Glopper, K.
(1998) Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68(4), 450–469. CrossrefGoogle Scholar
Haastrup, K.
(1985) Lexical inferencing – a study of procedures in reception. Scandinavian Working Papers on Bilingualism, 5, 63–87.Google Scholar
(1987) Using thinking aloud and retrospection to uncover learners’ lexical inferencing procedures. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 197–212). Clevedon: Multilingual Matters.Google Scholar
(1991) Lexical inferencing procedures or talking about words. Tubingen: Gunter Narr.Google Scholar
Haynes, M.
(1993) Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes & J. Coady (Eds.), Second Language Reading and Vocabulary (pp. 46–64). Norwood, NJ: Ablex.Google Scholar
Horst, M., Cobb, T., & Meara, P.
(1998) Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.Google Scholar
[ p. 139 ]
Hu, M., & Nation, I. S. P.
(2000) Vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.Google Scholar
Johnson, D., & Pearson, P. D.
(1984) Teaching reading vocabulary. New York, NY: Holt, Rinehart & Winston.Google Scholar
Kuhn, M. R., & Stahl, S. A.
(1998) Teaching children to learn word meanings from context. Journal of Literacy Research, 30(1), 119–138. CrossrefGoogle Scholar
Laufer, B.
(1997) The lexical plight in second language reading: Words you don’t know, words you think you know and words you can’t guess. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 20–34). Cambridge: Cambridge University Press.Google Scholar
Laufer, B., & Ravenhorst-Kalovski, G. C.
(2010) Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.Google Scholar
Laufer, B., & Sim, D. D.
(1985) Taking the easy way out: Non-use and misuse of clues in EFL reading. English Teaching Forum, 23(2), 7–10, 20.Google Scholar
Leech, G., Rayson, P., & Wilson, A.
(2001) Word frequencies in written and spoken English. Harlow: Longman.Google Scholar
Linacre, J. M.
(1995) Prioritizing misfit indicators. Rasch Measurement Transactions, 9(2), 422–423.Google Scholar
(2016a) WINSTEPS® Rasch measurement computer program. Beaverton, OR: Winsteps.com.Google Scholar
(2016b) WINSTEPS® Rasch measurement computer programs User’s Guide. Beaverton, OR: Winsteps.com.Google Scholar
Linacre, J. M., & Tennant, A.
(2009) More about critical eigenvalue sizes (variences) in standardized-residual principal components analysis (PCA). Rasch Measurement Transactions, 23(3), 1228.Google Scholar
McCullough, C. M.
(1943) Learning to use context clues. Elementary English Review, 20, 140–143.Google Scholar
(1945) The recognition of context clues in reading. Elementary English Review, 22(1), 1–5.Google Scholar
Meng, X. -L., Rosenthal, R., & Rubin, D. B.
(1992) Comparing correlated correlation coefficients. Psychological Bulletin, 111(1), 172–175. CrossrefGoogle Scholar
Messick, S.
(1989) Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York, NY: Macmillan.Google Scholar
(1995) Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. CrossrefGoogle Scholar
Morrison, L.
(1996) Talking about words: A study of French as a second language learners’ lexical inferencing procedures. Canadian Modern Language Review, 53(1), 41–75.Google Scholar
Nagy, W. E., Anderson, R. C., & Herman, P. A.
(1987) Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237–270. CrossrefGoogle Scholar
Nagy, W. E., Herman, P., & Anderson, R. C.
(1985) Learning words from context. Reading Research Quarterly, 20(2), 233–253. CrossrefGoogle Scholar
Nassaji, H.
(2003) L2 vocabulary learning from context: strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645–670. CrossrefGoogle Scholar
[ p. 140 ]
Nation, I. S. P.
(2006) How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. CrossrefGoogle Scholar
Nation, I. S. P., & Coady, J.
(1988) Vocabulary and reading. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 97–110). London: Longman.Google Scholar
Paribakht, T. S., & Wesche, M.
(1999) Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21(2), 195–224. CrossrefGoogle Scholar
Parry, K.
(1991) Building a vocabulary through academic reading. TESOL Quarterly, 25(4), 629–653. CrossrefGoogle Scholar
Raîche, G.
(2005) Critical eigenvalue sizes in standardized residual principal components analysis. Rasch Measurement Transactions, 19(1), 1012.Google Scholar
Rasch, G.
(1960) Probabilistic models for some intelligence and attainment tests. Copenhagen: Danmarks Paedagogiske Institut.Google Scholar
Sasao, Y., & Webb, S.
(2017) The Word Part Levels Test. Language Teaching Research, 21(1), 12–30.CrossrefGoogle Scholar
Schatz, E. K., & Baldwin, R. S.
(1986) Context clues are unreliable predictors of word meaning. Reading Research Quarterly, 21(4), 439–453. CrossrefGoogle Scholar
Schouten-van Parreren, C.
(1996) Vocabulary learning and metacognition. In K. Sajavaara & C. Fairweather (Eds.), Approaches to second language acquisition (pp. 63–69). Jyvaskyla: University of Jyvaskyla.Google Scholar
Seibert, L. C.
(1945) A study on the practice of guessing word meanings from a context. Modern Language Journal, 29(4), 296–323. CrossrefGoogle Scholar
Smith Jr., E. V.
(2004) Evidence for the reliability of measures and validity of measure interpretation: a Rasch measurement perspective. In E. V. Smith Jr. & R. M. Smith (Eds.), Introduction to Rasch measurement: Theory, models and applications (pp. 93–122). Maple Grove, MN: JAM Press.Google Scholar
(2005) Effect of item redundancy on Rasch item and person estimates. Journal of Applied Measurement, 6, 147–163.Google Scholar
Spache, G., & Berg, P.
(1955) The art of efficient reading. New York, NY: Macmillan.Google Scholar
Spearman, C.
(1910) Correlation calculated from faulty data. British Journal of Psychology, 3(3), 271–295.Google Scholar
Stevens, J.
(2002) Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Strang, R. M.
(1944) How students attack unfamiliar words. The English Journal, 33(2), 88–93. CrossrefGoogle Scholar
van Parreren, C. F.
(1975) First and second-language learning compared. In A. J. van Essen & J. P. Menting (Eds.), The context of foreign-language learning (pp. 100–116). Assen: Van Gorcum.Google Scholar
Walters, J.
(2006) Methods of teaching inferring meaning from context. RELC Journal, 37(2), 176–190. CrossrefGoogle Scholar
Waring, R., & Takaki, M.
(2003) At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.Google Scholar
Williams, R.
(1985) Teaching vocabulary recognition strategies in ESP reading. ESP Journal, 4(2), 121–131. CrossrefGoogle Scholar
[ p. 141 ]
Wolfe, E. W., & Smith Jr., E. V.
(2007) Instrument development tools and activities for measure validation using Rasch models: Part 2 – Validation activities. Journal of Applied Measurement, 8, 204–234.Google Scholar
Wright, B. D., & Stone, M. H.
(1979) Best test design. Chicago, IL: MESA Press.Google Scholar
Cited by

Cited by 3 other publications

Sasao, Yosuke
2019.  In A Systems Approach to Language Pedagogy [Translational Systems Sciences, 17],  pp. 39 ff. Crossref logo
Webb, Stuart
2021. A DIFFERENT PERSPECTIVE ON THE LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE. Studies in Second Language Acquisition 43:2  pp. 454 ff. Crossref logo
Zhang, Haomin & Jiexin Lin
2021. Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference. Educational Psychology 41:5  pp. 563 ff. Crossref logo

This list is based on CrossRef data as of 14 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.