Lexical Input Processing and Vocabulary Learning

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This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing – resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.
[Language Learning & Language Teaching, 43]  2015.  xi, 194 pp.
Publishing status: Available
Table of Contents
Acknowledgments
xi–xii
Chapter 1. Introduction
1–8
Understanding lex-ip
Chapter 2. Multiple Levels of Input Processing and Language Learning
11–28
Chapter 3. Three Key Components of Learning a Word: Form, Meaning, Mapping
29–38
Chapter 4. Contexts of Lexical Input Processing: L1/L2 and Incidental/Intentional
39–54
Task-based effects
Chapter 5. Specificity in Type of Processing and Learning: The TOPRA Model
57–68
Chapter 6. Effects of Tasks Involving Semantic and Structural Elaboration
69–92
Chapter 7. Effects of Output with and without Access to Meaning
93–102
Chapter 8. Effects of Opportunities for Target Word Retrieval
103–112
Input-based effects
Chapter 9. Privileging and Patterns in Partial Word Form Learning
115–124
Chapter 10. Effects of Increased and Spaced Exposure
125–132
Chapter 11. Effects of Semantic versus Thematic Sets
133–138
Chapter 12. Effects of Input Enhancement
139–148
Chapter 13. Effects of Acoustically Varied Input
149–162
Conclusions and future research
Chapter 14. Summary of Theoretical and Instructional Implications
165–172
Chapter 15. Directions for Future Research
173–178
References
179–190
Appendix A
191
Appendix B
192
Index
193–194
Lexical Input Processing and Vocabulary Learning is informative and benefits from a readable style of writing, clear organization and classification of content as a whole and in each chapter, smooth and easy reading, and clear presentation of ideas to the SLA researchers, students, and instructors interested in lex-IP for whom it is intended.”
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Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2015025310 | Marc record