Includes bibliographical references (p. 432-463) and indexes.

Introduction Learning goals -- The four strands -- Main themes -- The audience for this book

Chapter 1: The goals of vocabulary learning
How much vocabulary do learners need to know? -- How many words are there in the language? -- How many words do native speakers know? -- How much vocabulary do you need to use another language? -- High-frequency words -- Specialized vocabulary -- Low-frequency words -- Testing vocabulary knowledge

Chapter 2: Knowing a word
Learning burden -- The receptive/productive distinction -- The scope of the receptive/productive distinction -- Experimental comparisons of receptive and productive vocabulary -- Aspects of knowing a word -- Levelt's process model of language use -- Spoken form -- Written form -- Word parts -- Connecting form and meaning -- Concept and referents -- Associations -- Grammatical functions -- Collocations -- Constraints on use -- Item knowledge and system knowledge

Chapter 3: Teaching and explaining vocabulary
Learning from teaching and learning activities -- Vocabulary in classrooms -- Repetition and learning -- Communicating meaning -- Helping learners comprehend and learn from definitions -- Spending time on words -- Rich instruction -- Arguments against rich instruction -- Providing rich instruction -- Spoken form -- Written form -- Word parts -- Strengthening the form-meaning connection -- Concept and referents -- Associations -- Grammar -- Collocation -- Constraints of use -- Vocabulary teaching procedures -- Computer-assisted vocabulary learning -- Using concordances -- Research on CAVL

Chapter 4: Vocabulary and listening and speaking
What vocabulary knowledge is needed for listening? -- Providing vocabulary support for listening -- Learning vocabulary from listening to stories -- Learning vocabulary through negotiation -- The vocabulary of speaking -- Developing fluency with spoken vocabulary -- Using teacher input to increase vocabulary knowledge -- Using labelled diagrams -- Using cooperative tasks to focus on vocabulary -- How can a teacher design activities to help incidental vocabulary learning? -- Designing and adapting activities

Chapter 5: Vocabulary and reading
Vocabulary size and successful reading -- Learning vocabulary through reading -- Vocabulary and extensive reading -- Extensive reading by non-native speakers of texts written for young native speakers -- Extensive reading with graded readers -- Extensive reading of unsimplified texts -- Extensive reading and vocabulary growth -- Intensive reading and direct teaching -- Preteaching -- Vocabulary exercises with reading texts -- Analysis of vocabulary exercises -- Readability -- What are graded readers? -- Designing and using a simplified reading scheme for vocabulary development -- How to simplify -- Alternatives to simplification -- Glossing -- Vocabulary and the quality of writing -- Measures of vocabulary size and growth in writing -- Bringing vocabulary into productive use -- Responding to vocabulary use in written work

Chapter 6: Specialised uses of vocabulary
Academic vocabulary -- The importance of academic vocabulary -- Making an academic vocabulary list -- Sequencing the introduction of academic vocabulary -- The nature and role of academic vocabulary -- Testing academic vocabulary -- Learning academic vocabulary -- Technical vocabulary -- Distinguishing technical vocabulary from other vocabulary -- Making lists of technical vocabulary -- Learning technical vocabulary -- Vocabulary and discourse -- Vocabulary and the information content of the text -- Vocabulary and the relationship between the writer or speaker and reader or listener -- Vocabulary and the organisation of the text Words in discourse

Chapter 7: Vocabulary learning strategies and guessing from context
A taxonomy of vocabulary learning strategies -- Planning vocabulary learning -- Sources: finding information about words -- Processes: establishing vocabulary knowledge -- Training in strategy choice and use -- Learners' use of strategies -- Procedures that integrate strategies -- Learning words from context -- Intentional and incidental learning -- What proportion of unknown words can be guessed from context? -- How much vocabulary is learned from context? -- What can be learned from context? -- What clues does a context provide and how effective are they? -- What are the causes of poor guessing? -- Do different learners approach guessing in the same way? -- How can teachers help learners improve learning from context? -- How can learners be trained to guess from context? -- Learning from context and attention-drawing activities -- Do glossing and dictionary use help vocabulary learning? -- Formats for testing or practicing guessing -- Steps in the guessing-from-context strategy -- Training learners in the strategy of guessing from context

Chapter 8: Word study strategies
Words parts -- Is it worthwhile learning word parts? -- Studies of the sources of English vocabulary -- Studies of the proportion of affixed words -- Studies of the frequency of affixes -- Do language users see words as being made of parts? -- Word stems -- The knowledge required to use word parts -- Monitoring and testing word building skills -- The word part strategy -- Using dictionaries -- Is it necessary or worth training learners to use dictionaries? -- What skills are needed to use a dictionary? -- What dictionaries are the best? -- Evaluating dictionaries -- Dictionary use and learning Learning from word cards -- Criticisms of direct vocabulary learning -- Decontextualised learning and memory -- Decontextualised learning and use -- The contribution of decontextualised learning -- The values of learning from word cards -- The word card strategy -- Training learners in the use of word cards

Chapter 9: Chunking and collocation
Chunking -- The advantages and disadvantages of chunking -- Language knowledge is collocational knowledge -- Fluent and appropriate language use requires collocational knowledge -- Some words occur in a limited set of collocations -- Classifying collocations -- The evidence for collocation -- Collocation and teaching -- Encouraging chunking -- Chunking through fluency development -- Chunking through language-focused attention -- Memorizing unanalysed chunks

Chapter 10: Testing vocabulary knowledge and use
What kind of vocabulary test is the best? -- Is it enough to ask learners if they know the word? -- Should choices be given? -- Should translations be used? -- Should words be tested in context? -- How can depth of knowledge about a word be tested? -- How can we measure words that learners don't know well? -- How can we measure total vocabulary size? -- Choosing a test item type -- Types of tests -- How can we test to see where learners need help? -- How can we test whether a small group of words in a course has been learned -- How can we test whether the total vocabulary of the course has been learned? -- How can we measure how well learners have control of the important vocabulary learning strategies?

Chapter 11: Designing the vocabulary component of a language course
Goals -- Needs analysis -- Environment analysis -- Principles of vocabulary teaching -- Content and sequencing -- Format and presentation -- Monitoring and assessment -- Evaluation -- Autonomy and vocabulary learning

Appendixes 1. Headwords of the Academic Word List -- 2. 1,000 word level tests -- 3. A Vocabulary Levels Test: Test B -- 4. Productive Levels Test: Version C -- 5. Vocabulary Levels Dictation Test -- 6. Function words

"Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and supported by reference to experimental research, case studies and teaching experience. The book also describes what vocabulary learners need to know to be effective language users and shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort. This book will quickly establish itself as the point of reference for future work on vocabulary." (Book Cover)