2. A listing, either selective or exhaustive, containing the words and phrases of
a language, with meanings or translations into another language; glossary
3. ‘What is a word?’ there are only partly satisfactory answers depending on
the reasons of the question. If we want to count how long a book is, or how
fast someone can speak or read words per minute , then we need to count
‘tokens’. If our reason for counting is related to vocabulary learning then we
need to
4. choose a unit of counting that reflects the kind of knowledge that language
users draw. Language users see closely related word forms (mend, mends,
mended, mending) as belonging to the same word family and it is the total
frequency of a word family that determines the familiarity of any particular
member of that family
5. A major problem with counting word families is in deciding what should be
counted as a member of a family. The most conservative way is to count
lemmas. A lemma is a set of related words like approach , approaches ,
approached , approaching because they all have the same stem and are all
verbs.
6. suggest that native speakers speak appropriately and fluently because they
have stored very large numbers of these multi – word – units (MWUs).
These MWUs go by several names: Preformulated language Formulas
Lexical phrases
7. The need of the learners and the usefulness of the vocabulary items.
8. Listening and reading Speaking and writing Deliberate vocabulary learning
Developing fluency with vocabulary across the four skills Strategy
development
9. Vocabulary tests can have a range of purposes: To measure vocabulary size
To measure what has just been learned To measure what has been learned
in a course To diagnose areas of strength and weakness
