Norbert Schmitt | University of Nottingham (original) (raw)
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Papers by Norbert Schmitt
Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 2007
It is the policy of The Canadian Modern Language Review that all manuscripts are reviewed by at l... more It is the policy of The Canadian Modern Language Review that all manuscripts are reviewed by at least three readers. We acknowledge with gratitude the following reviewers (in alphabetical order), in addition to the members of our Board ...
This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in... more 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.
Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387... more Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387 Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton, Brian Richards, Katja Mäntylä, Jeanine Treffers-Daller, Huw Bell, Imma Miralpeix, ...
In Language Learning & Technology, 14(2), pp. 26-29.
Usage-based models claim that first language learning is based on the frequency-based analysis of... more Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
The Modern Language Journal, 2011
This study focused on the relationship between percentage of vocabulary known in a text and level... more This study focused on the relationship between percentage of vocabulary known in a text and level of comprehension of the same text. Earlier studies have estimated the percentage of vocabulary necessary for second language learners to understand written texts as ...
Second Language …, Jan 1, 2011
IRAL-International Review of Applied …, Jan 1, 2007
Canadian Modern Language Review/La Revue …, Jan 1, 2008
ITL International Journal of Applied Linguistics
In most tests of vocabulary size, knowledge is assessed through multiple-choice formats. Despite ... more In most tests of vocabulary size, knowledge is assessed through multiple-choice formats. Despite advantages such as ease of scoring, multiple-choice tests (MCT) are accompanied with problems.
Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 2007
It is the policy of The Canadian Modern Language Review that all manuscripts are reviewed by at l... more It is the policy of The Canadian Modern Language Review that all manuscripts are reviewed by at least three readers. We acknowledge with gratitude the following reviewers (in alphabetical order), in addition to the members of our Board ...
This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in... more 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.
Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387... more Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton et al 387 Essential Readings in Vocabulary Studies Vocabulary Studies SIG Colloquium James Milton, Brian Richards, Katja Mäntylä, Jeanine Treffers-Daller, Huw Bell, Imma Miralpeix, ...
In Language Learning & Technology, 14(2), pp. 26-29.
Usage-based models claim that first language learning is based on the frequency-based analysis of... more Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
The Modern Language Journal, 2011
This study focused on the relationship between percentage of vocabulary known in a text and level... more This study focused on the relationship between percentage of vocabulary known in a text and level of comprehension of the same text. Earlier studies have estimated the percentage of vocabulary necessary for second language learners to understand written texts as ...
Second Language …, Jan 1, 2011
IRAL-International Review of Applied …, Jan 1, 2007
Canadian Modern Language Review/La Revue …, Jan 1, 2008
ITL International Journal of Applied Linguistics
In most tests of vocabulary size, knowledge is assessed through multiple-choice formats. Despite ... more In most tests of vocabulary size, knowledge is assessed through multiple-choice formats. Despite advantages such as ease of scoring, multiple-choice tests (MCT) are accompanied with problems.