• Preface
• Acknowledgements
• Chapter 1Theoretical Underpinnings
• Chapter 2Learning and Teaching Materials
• Chapter 3Voc Games and Activities
• Chapter 4References
• Appendix 1Preamble & Wordlists
• Appendix 2Learning Targets

Chapter 1

Theoretical Underpinnings of Vocabulary Learning and Teaching

 

1. Introduction

 

Vocabulary has occupied a special place within applied linguistics during the past twenty years. Following decades of neglect by scholars of linguistics and education, recent years have seen an enormous expansion in second language vocabulary research, as well as the arrival of a number of influential books on vocabulary aimed at language teachers (e.g. Carter 1987, McCarthy 1990, Schmitt & McCarthy 1997, Nation 2001). A welcome outcome of this renewed interest is that vocabulary teaching has begun to occupy a ‘centre-stage’ position within language education. However, the wealth of new research related to vocabulary is so rich and diverse that it is not always apparent how classroom teaching might benefit. In a review of some of the recent books on second language vocabulary, Meara (2002) welcomes the revival of interest in vocabulary, but points out that many important questions about vocabulary acquisition remain unanswered and, apparently, unaddressed. This chapter attempts to explain how this resource package relates to insights from second language vocabulary research.