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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 The acquisition of lexical phrases in academic writing: a longitudinal case study Schmitt, Norbert; Li, Jie In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 18 (2009) 2, 85-102 BLLDB OLC Linguistik Show details 2 The acquisition of lexical phrases in academic writing: A longitudinal case study Li, Jie; Schmitt, Norbert In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 18 (2009) 2, 85-102 OLC Linguistik Show details 3 Developing an integrated diagnostic test of vocabulary size and depth Ishii, Tomoko; Schmitt, Norbert In: Regional Language Centre <Singapur>. RELC journal. - London : Sage 40 (2009) 1, 5-22 BLLDB OLC Linguistik Show details 4 To what extent do native and non-native writers make use of collocations? Schmitt, Norbert; Durrant, Philip In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 47 (2009) 2, 157-177 BLLDB OLC Linguistik Show details 5 Direct teaching of vocabulary after reading: is it worth the effort? Sonbul, Suhad; Schmitt, Norbert. - : Oxford University Press, 2009 Abstract: This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in reading passages. The study compared vocabulary learning under a reading only condition (incidental learning) to learning that is aided by direct communication of word meanings (explicit learning). Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed using three tests (completion, L1 translation, and multiple choice, respectively). Incidental learning plus explicit instruction was found to be more effective than incidental learning alone for all three levels. The results also showed that direct instruction is especially effective in facilitating the deepest level of knowledge, i.e. form recall. These findings demonstrate the value of the time and effort spent on direct teaching of lexical items in EFL reading classes. Keyword: Article URL: https://doi.org/10.1093/elt/ccp059 http://eltj.oxfordjournals.org/cgi/content/short/ccp059v1 BASE Hide details

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