Building on contemporary research developments, this collection of studies focuses on vocabulary size, vocabulary knowledge and writing, affix knowledge, pronunciation, translanguaging, language learning strategies, considerations of oral participation and academic adaptation. Insights shared in the edited volume are informed by pedagogy in the context of Australia, Chile, China, Indonesia, Japan and Thailand, and at various levels of the education system. The theoretical discussions, methodologies adopted and implications discussed inform future research avenues in the areas of language and education.
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Contents
Introduction (David Hirsh)
Section 1 Studies of Vocabulary
The Relationship between Vocabulary Size and Reading Ability: Measuring Vocabulary Size both Receptively and Productively (Xuan Wang)
The Role of Vocabulary Knowledge in Second Language Writing (Yan Li)
A Taxonomy of English Affix Acquisition in EFL Learners (Apisak Sukying)
Section 2 Studies of Language and Education
Pronunciation Instructions in Japanese Elementary School English Textbooks (Makoto Takenoya)
EFL Learner Perceptions on Translanguaging (Rahma Fitriana / David Hirsh)
Use of Language Learning Strategies in Textbooks: A Comparative Study (Mariana Sáez)
To Speak or Not To Speak: Chinese International Students’ Considerations of Oral Participation and Quietness in Australian Tutorials (Wenjun Bu / David Hirsh)
Academic Adaptation of International Students in Higher Education (Qian Yang / David Hirsh)
Bern, Berlin, Bruxelles, New York, Oxford, Warszawa, Wien, 2022. 276 pp., 15 fig. b/w, 22 tables.
David Hirsh is Associate Professor at the University of Sydney where he teaches on the Master of Education (TESOL) program and supervises doctoral students in the areas of vocabulary studies and higher education. His research interests include second language vocabulary, second language writing and language revitalization. He has published widely in these areas of research.
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