Overview

This collection is a comprehensive resource on the state of second language vocabulary learning today, building on earlier studies to spotlight the diversity of issues and foci in the field toward encouraging further advancements in both research and practice. The volume foregrounds the importance of vocabulary learning in language teaching and learning and in effective written and verbal communication, charting the range of approaches and theories used to address the unique challenges of vocabulary instruction. While there exists a well-established body of vocabulary research, this book takes those lines of inquiry in new directions by exploring how technology has shifted the focus from teacher-led delivery to more activity-driven experiences. Chapters from prominent researchers and rising scholars feature studies on emergent approaches in virtual environments such as interactive whiteboards, CMC, virtual world learning, and mobile-assisted language learning. In offering a holistic portrait of technology-enhanced vocabulary learning the volume makes the case for the power of technological tools in fostering optimal environments for encouraging vocabulary acquisition and in turn, the potential opportunities for future research and pedagogical applications. This book will be of interest to students and scholars in second language acquisition, language education, TESOL, and applied linguistics.

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9781032434858

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""A diverse and exciting collection of approaches to vocabulary acquisition in the “digital wild” - this book should be useful to everyone involved in technology-enhanced language learning."" - Hilary Nesi, Professor in English Language, Research Centre for Arts, Memory and Communities, Coventry University

"""A diverse and exciting collection of approaches to vocabulary acquisition in the “digital wild” - this book should be useful to everyone involved in technology-enhanced language learning."" - Hilary Nesi, Professor in English Language, Research Centre for Arts, Memory and Communities, Coventry University"

Author Information

Mark Feng Teng is an Associate Professor in Applied Linguistics at Macao Polytechnic University, China. Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at the Open University, UK. Junjie Gavin Wu is a Lecturer and a Ph.D. Supervisor at Macao Polytechnic University, China.

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