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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 Page: 1 2 3 4 5 Hits 1 – 20 of 88 1 Vocabulary in language teaching Schmitt, Diane; Schmitt, Norbert. - Cambridge, United Kingdom : Cambridge University Press, 2020 BLLDB UB Frankfurt Linguistik Show details 2 Reading collocations in an L2: do collocation processing benefits extend to non-adjacent collocations? Vilkaitė, Laura; Schmitt, Norbert. - : Oxford University Press, 2019 BASE Show details 3 How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure González Fernández, Beatriz; Schmitt, Norbert. - : John Benjamins Publishing, 2015 BASE Show details 4 The PHaVE List: a pedagogical list of phrasal verbs and their most frequent meaning senses Garnier, Mélodie; Schmitt, Norbert. - : SAGE, 2015 BASE Show details 5 Assessing vocabulary size through multiple-choice formats: issues with guessing and sampling rates Gyllstad, Henrik; Vilkaitė, Laura; Schmitt, Norbert. - : John Benjamins Publishing, 2015 BASE Show details 6 How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007) Schmitt, Norbert; Cobb, Tom; Horst, Marlise; Schmitt, Diane. - : Cambridge University Press, 2015 Abstract: There is current research consensus that second language (L2) learners are able to adequately comprehend general English written texts if they know 98% of the words that occur in the materials. This important finding prompts an important question: How much English vocabulary do English as a second language (ESL) learners need to know to achieve this crucial level of known-word coverage? A landmark paper by Nation (2006) provides a rather daunting answer. His exploration of the 98% figure through a variety of spoken and written corpora showed that knowledge of around 8,000–9,000 word families is needed for reading and 6,000–7,000 for listening. But is this the definitive picture? A recent study by van Zeeland & Schmitt (2012) suggests that 95% coverage may be sufficient for listening comprehension, and that this can be reached with 2,000–3,000 word families, which is much more manageable. Getting these figures right for a variety of text modalities, genres and conditions of reading and listening is essential. Teachers and learners need to be able to set goals, and as Cobb's study of learning opportunities (2007) has shown, coverage percentages and their associated vocabulary knowledge requirements have important implications for the acquisition of new word knowledge through exposure to comprehensible L2 input. This article proposes approximate replications of Nation (2006), van Zeeland & Schmitt (2012), and Cobb (2007), in order to clarify these key coverage and size figures. URL: http://eprints.nottingham.ac.uk/32292/ http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=9583997&fileId=S0261444815000075 https://doi.org/10.1017/S0261444815000075 BASE Hide details 7 Jumping from the highest graded readers to ungraded novels: Four case studies Uden, Jez; Schmitt, Diane; Schmitt, Norbert. - : University of Hawaii National Foreign Language Resource Center, 2014. : Center for Language & Technology, 2014 BASE Show details 8 A reassessment of frequency and vocabulary size in L2 vocabulary teaching Schmitt, Norbert; Schmitt, Diane. - : Cambridge University Press, 2014 BASE Show details 9 Jumping from the highest graded readers to ungraded novels: four case studies Uden, Jez; Schmitt, Diane; Schmitt, Norbert. - : University of Hawaii, 2014 BASE Show details 10 Size and depth of vocabulary knowledge: what the research shows Schmitt, Norbert. - : Wiley, 2014 BASE Show details 11 Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? van Zeeland, Hilde; Schmitt, Norbert In: Applied linguistics. - Oxford : Oxford Univ. Press 34 (2013) 4, 457 OLC Linguistik Show details 12 Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions Sonbul, Suhad; Schmitt, Norbert In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 1, 121-159 OLC Linguistik Show details 13 Incidental vocabulary acquisition through L2 listening: A dimensions approach van Zeeland, Hilde; Schmitt, Norbert In: System. - Amsterdam : Elsevier 41 (2013) 3, 609-624 OLC Linguistik Show details 14 Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? van Zeeland, Hilde; Schmitt, Norbert. - : Oxford University Press, 2013 BASE Show details 15 The processing of formulaic language Schmitt, Norbert; Conklin, Kathy In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 32 (2012), 45-61 BLLDB OLC Linguistik Show details 16 Scoring YesNo vocabulary tests: Reaction time vs. nonword approaches Pellicer-Snchez, Ana; Schmitt, Norbert In: Language testing. - London : Sage 29 (2012) 4, 489-509 OLC Linguistik Show details 17 Difficulties with vocabulary word form: the case of Arabic ESL learners Saigh, Kholood; Schmitt, Norbert In: System. - Amsterdam : Elsevier 40 (2012) 1, 24-36 BLLDB OLC Linguistik Show details 18 Lexical coverage of spoken discourse Adolphs, Svenja; Schmitt, Norbert In: Methods and applications (Los Angeles, 2012), p. 205-218 MPI für Psycholinguistik Show details 19 A phrasal expressions list Schmitt, Norbert; Martinez, Ron In: Applied linguistics. - Oxford : Oxford Univ. Press 33 (2012) 3, 299-320 BLLDB OLC Linguistik Show details 20 Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? van Zeeland, Hilde; Schmitt, Norbert. - : Oxford University Press, 2012 BASE Show details Page: 1 2 3 4 5

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