33.1497, Review: Applied Linguistics: Szudarski, Barclay (2021)

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Subject: 33.1497, Review: Applied Linguistics: Szudarski, Barclay (2021)

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Date: Wed, 27 Apr 2022 09:51:16
From: Yufei Ren [ryffei at 163.com]
Subject: Vocabulary Theory, Patterning and Teaching

 
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http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36773437


Book announced at http://linguistlist.org/issues/32/32-3382.html

EDITOR: Paweł  Szudarski
EDITOR: Samuel  Barclay
TITLE: Vocabulary Theory, Patterning and Teaching
SERIES TITLE: Second Language Acquisition
PUBLISHER: Multilingual Matters
YEAR: 2021

REVIEWER: Yufei Ren, Tsinghua University

INTRODUCTION

The edited volume “Vocabulary Theory, Patterning and Teaching”, edited by
Paweł Szudarski and Samuel Barclay, is a collection of 14 chapters, covering
key themes of vocabulary studies. Inspired by Norbert Schmitt, the volume
consists of three parts: theorizing and measuring vocabulary knowledge,
formulaic language, and learning and teaching vocabulary. This Festschrift is
dedicated to Norbert Schmitt in honor of his great contribution to vocabulary
studies in second language acquisition.

SUMMARY 

The preface includes two parts, Contributors and Foreword. In the
Contributors, authors of the chapters in the book are briefly introduced. The
Foreword of the book, written by Michael McCarthy, gives an overview of
developing perspectives in vocabulary studies, in which Norbert Schmitt plays
an important role. The (re)birth of vocabulary study relies on important
figures who extend the scope of vocabulary studies to areas including
acquisition (Meara, 1980) and indirect vocabulary learning (Nation, 1982). It
is Norbert Schmitt who sees connections and relevance among the numerous
promising endeavors.

In the introduction (Chapter 1), Samuel Barclay and Paweł Szudarski depict the
structure of the volume and point out that vocabulary has attracted research
attention thanks to Norbert Schmitt. His influence on the area is reflected in
the co-citation analysis with highest betweenness centrality score, showing
his importance and the diversity of his research areas, in company with the
development of vocabulary studies. His championing of career researchers made
the Vocabulary Research Group possible; in this group are the authors of
chapters in this volume. This volume is organized in three parts: theory and
assessment, formulaic language and teaching and learning; these three topics
are the main focus of Schmitt’s research. 

The first part deals with theorizing and testing vocabulary (Chapter 2-
Chapter 5). It begins (Chapter 2 “Innovation in Measures of Breadth and Depth
of Vocabulary Knowledge”) with a commentary by Stuart Webb outlining several
of Schmitt’s contributions on the depth and breadth of vocabulary knowledge,
highlighting the need for robust assessments of these aspects. Apart from
knowledge of form-meaning connection as depth of vocabulary knowledge,
methodological features such as written form, association, collocation and
grammatical function are taken into consideration in lexical development. As
for the breadth of L2 vocabulary knowledge, Schmitt improved the Vocabulary
Levels Test (VLT), which made it a more reliable instrument. Despite all the
efforts made, innovation of new tests and validation of existing tests deserve
attention in future research on lexical assessment.

This discussion paves the way for the three experimental studies that follow.
In Chapter 3 (“Vocabulary Knowledge: Lexical Depth and Its Relationship with
Out-of-Class Exposure”), Beatriz González- Fernández investigates the
multidimensionality of vocabulary knowledge and the effect of different
out-of-class exposure activities on depth of vocabulary knowledge. Few studies
have investigated the relationship between out-of-class conditions (reading,
TV and video viewing, playing computer games, social networking and listening
to music) and vocabulary knowledge. Among these, reading and viewing TV or
videos contribute significantly to vocabulary learning as this study
illustrated. 

In Chapters 4 and 5, the focus shifts to measuring vocabulary knowledge via
computer-adaptive tests. The characters of computer-adaptive testing (CAT) are
depicted to show its advantage in vocabulary knowledge testing. Benjamin
Kremmel (Chapter 4 “Does One Size Fit All? Comparing Two Computer-Adaptive
Algorithms for a Diagnostic Vocabulary Test”) compares the reliability and
representativeness of two adaptive formulae: the floor first (FF) approach
presents items by the frequency of the words, while the multistage multilevel
(MSML) design presents items in a range of frequencies, for the Vocabulary
Knowledge Profiler (VKP), a diagnostic vocabulary test. Wen-Ta Tseng (Chapter
5 “The Effects of Item Exposure Control on English Vocabulary Size Estimates
in Computerized-Adaptive Testing”) then examines the effect of another test
variable, item exposure, on vocabulary performance in CAT. A more ‘dynamic’
and ‘balanced’ CAT system is promising, with exposure control enacted. 

Part 2 of the volume looks at formulaic language and phraseology, another key
area in vocabulary studies which Norbert has made considerable contributions
to. It opens with a discussion by Batia Laufer (Chapter 6 “Formulaic Sequences
and Second Language Learning”), who introduces the research on various aspects
of formulaic language: knowledge and use, processing, acquisition and
selection. Knowledge, exposure, and engagement of collocations and phrasal
verbs are essential for learning as ‘formulaic sequences’ (FSs). The research
of Norbert Schmitt and his co-authors on FS processing, acquisition, and
selection differences among foreign learners of various proficiency levels
have contributed to language pedagogy greatly. The three experimental studies
that follow directly relate to these dimensions. 

In Chapter 7 (“The Development of Academic Collocations in Children’s
Writing”), Phil Durrant and Mark Brenchley examine the development of
collocations in writing produced by English L1 children. By defining and
operationalizing ‘collocation’ and reviewing previous studies on collocations
in second language development, the authors aim to find the collocation
developmental pattern within different genres through mixed-effects models. In
Chapter 8 (“Examining L2 Learners’ Confidence of Collocational Knowledge”),
three former students of Schmitt – Ana Pellicer-Sánchez, Laura Vilkaitė-
Lozdienė and Anna Siyanova-Chanturia – collaborate on a study investigating
confidence of collocational knowledge from reading. The relationship between
L1 and L2 speakers’ subjective confidence rating and word knowledge components
(node form recognition, node meaning recall, node meaning recognition,
collocate recall and collocate recognition) are examined through incidental
acquisition of pseudo-collocations. In the final study of the section (Chapter
9 “Predicting Parameters of Variation in the Use of Academic Multiword
Expressions in University Student Writing”), Taha Omidian, Anna
Siyanova-Chanturia and Phil Durrant address variation in the use of academic
formulas by university students in the UK. Description and analysis are
conducted based on BAWE corpus to examine students’ writing across
disciplines, genres and levels of study through mixed-effects models. 

Part 3 (“Learning and Teaching L2 Vocabulary”) of the volume explores
vocabulary teaching and learning, an area of particular significance to
Norbert who conducts research with definable pedagogical application. In
Chapter 10 (“Vocabulary Learning and Teaching”), Paul Nation and Averil
Coxhead introduce the authors and main research interests of three
experimental studies in this section, consider Norbert’s contribution to
current pedagogical practice and make several interesting recommendations for
future studies. 

In Chapter 11(“The Role of Visual Imagery in Semantic Clustering”), Tomoko
Ishii explores the role of visual imagery and semantic relatedness in
vocabulary learning, especially semantic clustering. The study clearly shows
that we need to rethink what was seen as relatedness giving particular
attention to physical similarity of item referents because of its influence on
memorization and the likelihood of confusion. Suhad Sonbul and Marijana Macis
(Chapter 12 “The Deliberate Learning of L2-L1 Word Lists: Effectiveness and
Learners’ Perceptions”) then investigate the effectiveness of deliberate
learning of high-frequency word lists. In this quasi-experimental study, the
effectiveness of a bilingual word list in enhancing lexical knowledge is
supported but adjustment is needed based on the student’s level and
preferences. Finally, Ron Martinez (Chapter 13 “A Student-Generated Vocabulary
Syllabus in an English for Academic Purposes (EAP) Context”) details the
rationale for, the development and execution of a project using
student-generated vocabulary syllabus in an English for Academic Purposes
(EAP) course. 

The volume concludes by bringing together the common themes from the various
sections within vocabulary studies (Chapter 14 “Conclusion: Looking Back and
Moving Forward in Vocabulary Studies”) and closes with an afterward by Zoltán
Dörnyei in which he reflects on the time with his enthusiastic and prolific
colleague, Norbert Schmitt.

EVALUATION

The main goal of this volume is achieved perfectly with both theoretical and
practical significance. This book is in honor of Schmitt for his contributions
to vocabulary studies. Topics and main themes of this book rely on Schmitt’s
main academic interest to lexical research, using the accomplishments of
Norbert Schmitt as a framework. His main academic interest is like a lens
reflecting upon the development within vocabulary studies. From the
theoretical perspective, the divergent content expands the research areas,
making it more fruitful and intriguing. His research has touched on a diverse
range of subjects, contributing to a broad knowledge base. The expanded topics
have brought a wider view for further studies, for example, more detailed and
in-depth investigation of the breadth and depth of vocabulary testing, various
kinds of formulaic language and its influence on different aspects of
vocabulary learning, and the role of divergent factors in vocabulary teaching.
Besides the variety of research perspectives, studies include cutting-edge
technique and statistical methodologies, offering insights from cutting-edge
work into vocabulary, its learning and use.

>From a practical perspective, its significance lies in the direct
applicability and usefulness for both language learners and teachers. Teachers
could learn more about the nature of vocabulary and vocabulary teaching,
especially in Part 3 of the volume. A hint of class syllabus is provided in
Chapter 13, showing how these academic theories could be applied in a real
class situation for a better learning outcome. For example, teachers could
access high frequency corpora (e.g. The General Service List, The British
National Corpus and Corpus of Contemporary American English, The Academic Word
List) for vocabulary learning. Schmitt  emphasizes the need for narrowing the
research-practice gap and highlighting the role of empirical findings in
vocabulary teaching and testing in the classroom.  Such application is in the
spirit of this volume.

As mentioned, readers--especially students and teachers--could grasp overall
vocabulary theories in a well-organized structure. This volume has great
coherence. The first chapter within each part of the volume functions as a
guide, making the structure and rationale of this part clear for readers. For
example, Chapter 2 offers basic background knowledge which provides readers an
overview of the current research field. It also clarifies how the following
chapters within the same part could contribute to the theorizing and testing
of vocabulary knowledge. Its coherent organization makes the book readable.
Students who are interested in vocabulary studies could get an overall
framework of this field, as the history and development enfolds clearly. For
each new topic, a quite through literature review is offered. Teachers could
find useful theoretical as well as practical guidance for their own language
teaching classes. The book will be essential reading for postgraduate students
and researchers interested in the area of second language acquisition, with a
particular focus on vocabulary, as well as to those working in the broader
fields of applied linguistics, TESOL and English studies.

This book presents the current state of knowledge in the vibrant and diverse
field of vocabulary studies, reporting innovative empirical investigations,
summarizing the latest research, and showcasing topics for future
investigation. The volume acts as a fitting celebration of Schmitt’s prolific
(and ongoing) contribution. However, the discussion of future directions in
the conclusion part needs expansion.  Because the previous chapters have
introduced many interesting topics, readers may expect a further view of the
direction where vocabulary studies may proceed. Two possible perspectives that
may intrigue readers are the neural basis of vocabulary learning and its
cross-cultural differences. The scope of vocabulary studies has flourished
with the contribution of Schmitt and his students. The behavioral analysis is
quite thorough, but with the help of more advanced equipment such as
eye-tracking and EEG, the underlying psychosocial and neurological features
could be examined at a finer scale. As for cross-linguistic difference,
students from different cultures may show some differences in second language
learning. The distance between L1 and L2, the culture, and learners’
psychological states are potential influences on vocabulary learning. By
investigating the neurological basis and its cross-cultural differences, we
may get a step further in uncovering the underlying patterns involved in
vocabulary learning.

REFERENCES 

Meara, P. 1980. Vocabulary acquisition: A neglected aspect of language
learning. Language Teaching 13 (3–4), 221–246. 

Nation, I.S.P. 1982. Beginning to learn foreign vocabulary: A review of the
research. RELC Journal 13 (1), 14–36.


ABOUT THE REVIEWER

Yufei Ren: PhD student in Linguistics at Tsinghua University, Beijing, China.
She would like to find out the underlying mechanism of emotion and the related
issues concerning words and language.Her main research interests include
psycholinguistics, language acquisition, and neurolinguistics.





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