Paul Nation
Datos Biográficos
| ID | 3532000 |
|---|---|
| NOMBRE | Paul Nation |
| NOMBRES | Paul |
| APELLIDO | Nation |
| FIRMA | NATION P |
| AFILIACIONES | Victoria University of Wellington |
| ORCID | 0000-0002-2920-9874 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAS | 108 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1978 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 7 |
History of Vocabulary Studies
Bibliometric studies of vocabulary articles using author co‐citation show that an emerging paradigm in vocabulary studies appeared in the 1980s spurred by the appearance of a book, Teaching and Learning Vocabulary , and, in the early 2000s, this became a clear paradigm shift. Continuing themes in vocabulary studies have been the study of native‐speaker vocabulary size, the creation of word lists for language learners, and the role of vocabulary c…
Re-Thinking the Principles of (Vocabulary) Learning and Their Applications
Making vocabulary stick in your memory involves dedicating attention to what needs to be learned. There are three main factors involved (focus, quantity, and quality) which can be expressed as six principles (focus, accuracy, repetition, time-on-task, elaboration, and analysis). When we include motivation in this description, then there are two more principles (motivation and self-efficacy). These principles apply to both incidental and deliberat…
Learning Vocabulary in Another Language
Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to…
What the Research Shows About Written Receptive Vocabulary Testing
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Thoughts on Word Families
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Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
Two commonly used test types to assess vocabulary knowledge for the purpose of reading are size and levels tests. This article first reviews several frequently stated purposes of such tests (e.g., materials selection, tracking vocabulary growth) and provides a reasoned argument for the precision needed to serve such purposes. Then three sources of inaccuracy in existing tests are examined: the overestimation of lexical knowledge from guessing or …
Moving the field of vocabulary assessment forward
Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and sys…
Teaching Vocabulary
Teaching vocabulary effectively requires preparation and planning. Teachers need to ensure that their students are spending time learning the words that are most useful to them, and are engaging in a range of activities that will help them learn vocabulary both deliberately and incidentally. Teachers also need to have clear goals for vocabulary learning during the course and need to make their students aware of these goals. It is also important f…
Reading a whole book to learn vocabulary
This paper investigates whether it is a good idea to choose a book that interests you and read it through from the beginning to the end learning all the new words you meet. For the analysis, it is assumed that learners already know the most frequent 3,000 words of English. The criteria used to guide this investigation include the number of unknown words met, the usefulness of the unknown words, the density of the unknown words, and the number of …
Keeping it practical and keeping it simple
When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I t…
Making and Using Word Lists for Language Learning and Testing
Word lists lie at the heart of good vocabulary course design, the development of graded materials for extensive listening and extensive reading, research on vocabulary load, and vocabulary test development. This book has been written for vocabulary researchers and curriculum designers to describe the factors they need to consider when they create frequency-based word lists. These include the purpose for which the word list is to be used, the desi…
Vocabulary size research at Victoria University of Wellington, New Zealand
The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied lan…
Learning Vocabulary in Another Language
Learning Vocabulary in Another Language Second Edition is an updated version of this key reference work in the area of second and foreign language vocabulary studies. The book provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and support…
Computer‐Assisted Vocabulary Load Analysis
The development of computer software and frequency‐ranked word lists has made it easier to determine the representation and frequency of words in text. It has allowed researchers to collect data on the millions of words in corpora in a matter of seconds. Analysis of the vocabulary in text and corpora can provide data about the ease or difficulty with which discourse may be understood, the extent to which words may be learned through reading and l…
Vocabulary Acquisition in Second Language Acquisition
A well‐balanced vocabulary course provides opportunities for acquisition through meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development.
Special Purposes Vocabulary
An important distinction to guide vocabulary teaching is the division between high‐frequency and low‐frequency words (Nation, 2008).
Teaching Vocabulary
Teaching vocabulary effectively requires preparation and planning.
Vocabulary Size in a Second Language
Of all areas in applied linguistics research, measurement of vocabulary size has been the one most significantly affected by faulty methodology.
Research into practice
Editorial note This new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as it…
The Four Strands
The activities in a language course can be classified into the four strands of meaning-focused input, meaning-focused output, language-focused learning and fluency development. In a well designed course there should be an even balance of these strands with roughly equal amounts of time given to each strand. The research evidence for the strands draws on the input hypothesis and learning from extensive reading, the output hypothesis, research on f…
How Large a Vocabulary is Needed For Reading and Listening?
This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions from the lists. If 98% coverage of a text is needed for unassisted comprehension, then a 8,000 to 9,000…
How many idioms are there in English
The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a …
Identifying technical vocabulary
Learning Vocabulary in Another Language
Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know…
A vocabulary-size test of controlled productive ability
It is important in the design of the vocabulary component of a teaching program that teachers are able to discover the state of their learners’ vocabulary knowledge. It is also important that researchers can draw on a variety of vocabulary measures to investigate the nature of vocabulary growth. This study focuses on a controlled production measure of vocabulary consisting of items from five frequency levels, and using a completion item type like…
Word Families
The idea of a word family is important for a systematic approach to vocabulary teaching and for deciding the vocabulary load of texts. Inclusion of a related form of a word within a word family depends on criteria involving frequency, regularity, productivity and predictability. These criteria are applied to English affixes so that the inflectional affixes and the most useful derivational affixes are arranged into a graded set of seven levels. Th…
Vocabulary learning and reading
Identifying technical vocabulary
Where would general service vocabulary stop and special purposes vocabulary begin
Improving speaking fluency
Guessing the meanings of words from context
Teaching and learning vocabulary
Moving the field of vocabulary assessment forward
Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and sys…
Research into practice
Editorial note This new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as it…
Keeping it practical and keeping it simple
When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I t…
Re-Thinking the Principles of (Vocabulary) Learning and Their Applications
Making vocabulary stick in your memory involves dedicating attention to what needs to be learned. There are three main factors involved (focus, quantity, and quality) which can be expressed as six principles (focus, accuracy, repetition, time-on-task, elaboration, and analysis). When we include motivation in this description, then there are two more principles (motivation and self-efficacy). These principles apply to both incidental and deliberat…
Vocabulary size research at Victoria University of Wellington, New Zealand
The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied lan…
Vocabulary
Vocabulary learning and reading
Guessing the meanings of words from context
Improving speaking fluency
How Large Can a Receptive Vocabulary Be?
Studies of vocabulary size based on dictionary sampling have faced several methodological problems. These problems occur in trying to answer the following three questions: (I) How do we decide what to count as words? (2) How do we choose what words to test? (3) How do we test the chosen words? The present study attempts to overcome these problems and checks in several ways to see if the problems have been overcome. The results indicate that what …
A survival language learning syllabus for foreign travel
Using dictionaries to estimate vocabulary size
This article describes the steps that need to be followed when sampling from a dictionary to make a test of vocabulary size. Because these steps have not been followed, most published estimates of vocabulary size are misleading
Word Families
The idea of a word family is important for a systematic approach to vocabulary teaching and for deciding the vocabulary load of texts. Inclusion of a related form of a word within a word family depends on criteria involving frequency, regularity, productivity and predictability. These criteria are applied to English affixes so that the inflectional affixes and the most useful derivational affixes are arranged into a graded set of seven levels. Th…
Vocabulary
Teaching and learning vocabulary
Vocabulary in action
Working with words
Vocabulary Size and Use
This article shows that if there is some control over genre then there will be a close correspondence between the vocabulary size of intermediate learners as reflected in their writing and a more direct measure of vocabulary size The study proposes a new measure of lexical richness, the Lexical Frequency Profile, which looks at the proportion of high frequency general service and academic words in learners' writing The study shows that it is poss…
Where would general service vocabulary stop and special purposes vocabulary begin
A vocabulary-size test of controlled productive ability
It is important in the design of the vocabulary component of a teaching program that teachers are able to discover the state of their learners’ vocabulary knowledge. It is also important that researchers can draw on a variety of vocabulary measures to investigate the nature of vocabulary growth. This study focuses on a controlled production measure of vocabulary consisting of items from five frequency levels, and using a completion item type like…
A vocabulary-size test of controlled productive ability
Learning Vocabulary in Another Language
Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know…
Identifying technical vocabulary
How Large a Vocabulary is Needed For Reading and Listening?
This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions from the lists. If 98% coverage of a text is needed for unassisted comprehension, then a 8,000 to 9,000…
How many idioms are there in English
The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a …
The Four Strands
The activities in a language course can be classified into the four strands of meaning-focused input, meaning-focused output, language-focused learning and fluency development. In a well designed course there should be an even balance of these strands with roughly equal amounts of time given to each strand. The research evidence for the strands draws on the input hypothesis and learning from extensive reading, the output hypothesis, research on f…
Research into practice
Editorial note This new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as it…
Computer‐Assisted Vocabulary Load Analysis
The development of computer software and frequency‐ranked word lists has made it easier to determine the representation and frequency of words in text. It has allowed researchers to collect data on the millions of words in corpora in a matter of seconds. Analysis of the vocabulary in text and corpora can provide data about the ease or difficulty with which discourse may be understood, the extent to which words may be learned through reading and l…
Vocabulary Acquisition in Second Language Acquisition
A well‐balanced vocabulary course provides opportunities for acquisition through meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development.
Special Purposes Vocabulary
An important distinction to guide vocabulary teaching is the division between high‐frequency and low‐frequency words (Nation, 2008).
Teaching Vocabulary
Teaching vocabulary effectively requires preparation and planning.
Linguistics (36 obras) · Computer Science (34 obras) · Psychology (32 obras) · Second Language Acquisition and Learning (30 obras) · Vocabulary (29 obras) · Natural Language Processing Techniques (19 obras) · Lexicography and Language Studies (18 obras) · Mathematics education (18 obras) · Natural language processing (18 obras) · Philosophy (12 obras)