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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. - : Cambridge University Press, 2015 BASE Show 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 Abstract: The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), we argue that high-frequency English vocabulary should include the most frequent 3,000 word families. We also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8–9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts (Nation 2006). We label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. We illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary. URL: http://eprints.nottingham.ac.uk/32297/ http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=9338615&fileId=S0261444812000018 https://doi.org/10.1017/S0261444812000018 BASE Hide 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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